livelihoods support training materials and start-up kit ... · i measuring psychosocial wellbeing...

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Measuring Psychosocial Wellbeing in Democratic Republic of CongoReport of a Pilot StudyWorking Paper No. 4April 2014

Rebecca Horn

REPUBLIC OF SOUTH SUDAN NATIONAL DDR PROGRAMME 2013-2014 PILOTPilot Reintegration Project

Livelihoods Support Training Materials and Start-Up Kit Report

Transitional Demobilization and Reintegration Program

ii

2014 The International Bank for Reconstruction and Development / The World Bank1818 H Street, NWWashington, DC 20433www.tdrp.netwww.worldbank.org

This report was produced by the Transitional Demobilization and Reintegration Program (TDRP). The findings, inter-pretations, and conclusions herein are those of the authors only and do not necessarily reflect the views of the TDRP donors, the International Bank for Reconstruction and Development/the World Bank and its affiliated organizations, its Executive Directors, or the governments they represent.

The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denomina-tions, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

Cover Design and Text Layout: Duina Reyes-BakovicPhoto Credits: TDRP, NDDRC & Implementing Partners

Pilot Reintegration Project Documentation SeriesDDR Programme 2013-2014 PilotRepublic of South Sudan

Book 1: Project Management DocumentationPilot Reintegration Project: TDRP Key Learning Report• External Final Evaluation of the Pilot Reintegration Project• Ex-Combatant Satisfaction Survey• Pilot Reintegration Project Document as Implemented (October 2014)•

Book 2: Implementing Partner DocumentationSECTION I - Consultancy to Implement Livelihoods Support •

UNICON Ltd - Final ReportSECTION II - Consultancy to Implement DDR Community Support Projects•

IOM South Sudan - Final ReportSECTION III - Consultancy to Implement Capacity Building and Monitoring and Evaluation•

Adam Smith International - Final Report

Book 3: Livelihoods Support Training Materials and Start-Up Kit ReportSECTION I -Livelihoods Support Training Materials •

Entrepreneurship, Cooperatives and Financial Literacy Training of Trainers Curriculum• Entrepreneurship, Cooperatives and Financial Literacy Training Manual• Agriculture Methods and Business Skills Training of Trainers Curriculum• Agriculture Methods and Business Skills Trainer’s Handbook•

SECTION II - Livelihood Start-Up Kits Summary & Reflection•

Book 4: ICRS and M&E ManualsInformation Counseling and Referral System User’s Manual• Monitoring & Evaluation Manual•

1

Table of ConTenTs

SECTION I -Livelihoods Support Training Materials ............ 3

Entrepreneurship, Cooperatives and Financial LiteracyTraining of Trainers Curriculum .................................................................................5

Entrepreneurship, Cooperatives and Financial LiteracyTraining Manual .......................................................................................................21

Agriculture Methods and Business SkillsTraining of Trainers Curriculum .............................................................................142

Agriculture Methods and Business SkillsTrainer’s Handbook ...............................................................................................153

SECTION II ........................................................................... 213

Livelihood Start-Up Kits Summary & Reflection ..................................................215

SECTION I

Livelihoods Support Training Materials


Entrepreneurship, Cooperatives and Financial Literacy

TraININg Of TraINErS CurrICulum

by Gautam Jain Training Consultant

Prepared for: World Bank & NDDRC

JuNE 2014

6 SECTION I

Table of ConTenTs

Introduction ............................................................................................................ 7Project Background ............................................................................................... 8

Phase I: Training Delivery ..............................................................................................................8

Phase II: Follow-up Training .........................................................................................................9

Training of Trainers (TOT) approach .................................................................... 10Key TOT Training Inputs ...............................................................................................................10

Methodology ..............................................................................................................................10

Key TOT Training Outputs ...........................................................................................................10

Structure of Training of Trainers ..................................................................................................11

Training modules .................................................................................................. 12Module 1: Introduction and Micro lab: Expectation and Commitment ..............................12

Module 2: Learning Process and Curriculum Design ..............................................................12

Module 3: Training in Financial and number Literacy ............................................................13

Module 4: Business Skills Development in Cooperatives .......................................................14

Module 5: Steps in Starting a Business and Cooperatives .....................................................14

Module 6: Behavioral Skills in entrepreneurship and Cooperatives .....................................15

Module 7: Training in Business Plan and Financial Transaction .............................................15

Module 8: Training and Services in Enterprise Management ...............................................16

Module 9: Advance Management Skills and Systems ..........................................................18

Module 10: Legal Aspects: Registration and Taxation ..........................................................19

Module 11: Planning and Managing Field Level Operations ................................................19

Module 12: Documentation and Reporting ...........................................................................20

Module 13: Action Plan & Concluding .....................................................................................20

Entreprenuership, Cooperatives and Financial Literacy - Training of Trainers CurriculumsDDR Pilot Reintegration Project in South Sudan 7

The overall objective of the Republic of South Su-dan’s Disarmament, Demobilization, and Reinte-gration (DDR) Pilot Reintegration Project Liveli-

hoods Support Component is to facilitate the successful reintegration of former combatants through sustainable livelihoods support services to ex-combatants in their communities and test the livelihoods mechanism for fu-ture DDR initiatives. The project’s livelihoods support activities for ex-combatants were carried out in the four states of reintegration - Lakes, Warrap, Western Bahr El-Ghazal, and Northern Bahr El-Ghazal. The project’s livelihoods activities focused on 1) cooperatives /asso-ciations with a mix of ex-combatants and community members; 2) individual or partnership enterprise train-ings for small farms, rural agricultural enterprise or mi-cro-enterprise business; and 3) distribution of livelihood start-up toolkits.

The following activities constituted the major deliver-ables of the projects:

Provide all interested ex-combatants with entrepre-• neurship training;

Provide all ex-combatants initiating either partner-• ships or individual enterprises training on business

planning, governance, incorporation, banking, ac-cessing micro-financing, project management, and marketing;

Provide all interested ex-combatants (cooperative, • partnership or individual) business finance train-ing or capital portfolio management as a means to provide enterprises at all their growth stages timely access to finance facilities in order to target their fi-nancial sustainability;

Provide all interested ex-combatants (cooperative, • partnership or individual) business advisory assis-tance to support the creation of business plans and sustainable growth;

Provide all ex-combatants and community members • joining or creating cooperatives training on gov-ernance, incorporation, banking, accessing micro-financing, project management and marketing;

Support community members participating in coop-• eratives with a short entrepreneurship booster train-ing; and

Distribution of livelihood start-up toolkits to all ex-• combatants participating in cooperatives, partner-ships or individual enterprise trainings.

InTroduCTIon

8 SECTION I

Phase I: TraInIng delIvery

In line with the project’s objectives, ex-combatants were a) trained at Mapel Transition Facilities (TF) in financial literacy, entrepreneurship, and cooperatives leading to second careers in business along with their communities, b) follow-up support and State level training in entrepre-neurship, cooperatives, and financial literacy was offered to ex-combatants and community members joining ex-combatants in their business in order to make progress toward establishing successful enterprises in the four states of South Sudan, and c) livelihood start-up toolkits were distributed to participating ex-combatants. Further detail on the financial literacy, entrepreneurship, and co-operatives aspects of this work are outlined below.

Mapel Transition Facility: Training for Ex-combatants

Selection of 10 Trainers for conducting training of • ex-combatants at Mapel as well as follow-up and state level training

Development of Curriculum and Training module • addressing the needs and issues of ex-combatants in setting up small enterprises as individual, part-nership or cooperatives as part of their reintegration process

Development of Training of Trainer Manual as a • guide for training ex-combatants in financial liter-acy, entrepreneurship, and cooperatives for creating small enterprises based on their technical skills sets

The following activities were conducted at the Ma-• pel Transition Facility:

Training of 10 trainers for conducting training in fi-• nancial literacy, entrepreneurship, and cooperatives at Mapel;

Providing training on entrepreneurship, financial lit-• eracy, and cooperatives to the 290 ex-combatants in Mapel during a 10 day training course;

Mentoring the 10 trainers during the training of fur-• ther 290 ex-combatants;

Preparation of a note on the framework of follow-up • support and state level Training for ex-combatants during the process of reintegration with their com-munity;

State Level Training and Follow-up

After providing training at the Mapel Transitional Facil-ity, trainers followed up with the ex-combatants in their communities of return to support and offer state level training and other support assistance for making prog-ress towards setting up small businesses and mobilizing the communities to join them as partner or stakeholders.

In the field, the trainers held several awareness genera-tion meetings in the ex-combatants’ communities of re-turn with regard to what ex-combatants were planning as their second careers and also sharing their technical and business learning from the Mapel TF. Ex-combatants also shared their business ideas that they had selected with the community and explained how these businesses would benefit community and local areas. Trainers also held several individual and group counselling sessions for motivating them to support each other for a common cause.

Trainers continued identifying the needs and issues of ex-combatants and their communities, and offered assis-tance towards startup of their businesses. These included refining the business idea, explaining the need for local resources and market for the product and services as well as assistance in improvement/preparation of business plans as well as support in decision making with regard to the location, name of the business, constitution of as-sociation/cooperatives or other format of businesses, and acquiring critical inputs for startup.

The trainers organized need based training under dif-ferent modules including: 1) the startup process of a business, 2) setting up cooperatives and benefits to com-munity, 3) management of enterprises including sales, writing accounts, purchases, production and work place management, 4) market and business, 5) capital and cost in business, 6) selection of business opportunities, 7) preparation of a business plan building cooperative spirit among community, and 8) business skills development in running a business (from production to market and computing profit and losses).

The trainers helped in the mobilization of ex-combatants along with community members in all four states. The trainers reached out to cover a total of 537 people consist-ing of 253 ex-combatants and 284 community members

ProjeCT baCkground


during the follow-up support period. The community members were mobilized as part of the strategy for rein-tegrating ex-combatants who were away from the com-munity. Ex-combatants upon their return met community members and shared their plans for income generation activities with new skills developed at Mapel. They in-vited community members to join them in the formation of cooperatives and other types of businesses for mu-tual economic prosperity. The trainers further reinforced them to work with each other during the follow-up.

Phase II: follow-uP TraInIng Follow-up with ex-combatants together with community members was one of the key components of livelihoods support in the project’s two phases. This component was designed in phase II to help develop human resources as part of NDDRC’s capacity building efforts through Training of Trainers (TOT). The TOT’s goal was to train and offer support at the state level to ex-combatants and communities to set up their business as cooperatives/association, individual/partnership or private/joint ven-tures. The training would also ensure that the ex-com-batants and their communities are fully equipped with business and management skills to start and manage their businesses successfully through continuous/follow-up training, counselling, and other support services in respective states.

Activities of the Component:

Step 1: Curriculum Design and Training Modules;•

Step 2: Development of Training Manual for Con-• ducting TOT;

Step 3: Training Materials Development (material to • be used during the TOT);

Step 4: Conduct Training of Trainers for ICRS Case-• workers and firm-hired trainers;

Step 5: Preparation of Manual for state-level train-• ing, curricula, and approach for support to ex-com-batants and community members (Added new mod-ules);

Step 7: Planning of State-based follow-up train-• ings;

Step 8: Commencement of State based follow-up • and Trainings

Role of ICRS caseworker as Trainers in Phase II of the Project

Phase II activities involved state level training and sup-port to ex-combatants. ICRS caseworkers and four state level managers led this work. Two of the state level managers also worked as trainers during the project’s first phase. Based on the achievements and feedback of phase I including the findings of the Mid Term Review (MTR), the following framework of the curriculum was proposed:

In the second phase, the ICRS caseworkers who con-ducted the trainings performed the following key roles:

Offered training in financial literacy, entrepreneur-• ship, cooperatives, and advance management to help the enterprises achieve success and growth;

Conducted follow-up to find out and record the • progress being made by ex-combatants and commu-nity members;

Assessed the needs of ex-combatants and commu-• nity members operating at different levels on the progress continuum – from no initiatives to a suc-cessful enterprise creation and management;

Offered support services for trouble shooting and • help in improving business practices such as filling up of various formats, improving or rewriting busi-ness plans, and providing feedback on various busi-ness practices such as stock register or cashbook and counselling for resolving the internal conflicts and improving decision making;

Communicated the field level information to • NDDRC with reports for action; and

Created support network of institutions in the local • areas for technical and business education, employ-ment opportunities, access to market, and other ser-vices to business enterprises.

10 SECTION I

The TOT aimed to achieve the following learning goals:

Design and develop training curricula based on the • need of ex-combatants and community members;

Conduct training sessions on learning’s related to • financial literacy, entrepreneurship, business and management, different forms of enterprises includ-ing cooperatives, behavioral skills development, advance business management practices, and legal aspects of business enterprises;

Apply learning methods based on learning by doing • and experiential learning methods in a way that it becomes relevant and effective for illiterate as well as less educated target groups;

Conduct practice sessions to gain self-confidence in • conducting the various simulated exercise leading to desirable transformation and learning among the target group;

Plan and conduct follow-up in a local area and • analyze the progress being made by trainees with respect to business startup, management of enter-prises, quality of business operations, and results achieved through business in relation what worked well and what did not work for them;

Assist ex-combatants in exploring business oppor-• tunities in local areas based on the vocational skills of ex-combatants;

Prepare reports on progress made by each of the ex-• combatant as well as community members involved in their business enterprises;

Offer support services that improve the business • processes from start-up to management such as sup-port in trouble shooting, improve record keeping or completing application forms for legal compliance;

Consult with ex-combatants and community mem-• bers individually and in groups to facilitate proper decision making and resolve internal conflicts; and

Interact with the local support system to mobilize • their services when needed by the ex-combatants’ businesses.

•

key ToT TraInIng InPuTs

Curriculum and training modules and learning in-• puts;Conceptual and technical learning in entrepreneur-• ship, enterprise management, cooperatives and fi-nancial literacy; Demonstrations of some key experiential and par-• ticipatory based sessions conducted during the first phase; and

Planning and m• anaging state level training and fol-low-up with formats for regular reporting systems.

MeThodology The training methodology is based on the process of un-learn, relearn, and consolidate to build the capacity for training ex-combatants in entrepreneurship, coopera-tives, and financial literacy. The TOT uses experiential and learning by doing as well as participatory methods of learning. The trainers are trained to apply these learn-ing methods in conducting the training in their respective states. The learning process, therefore, largely involves small group exercises, simulations, role-plays, field-work, and small group work and assignments in financial literacy, entrepreneurship and cooperatives.

key ToT TraInIng ouTPuTs ICRS Caseworkers turned trainers could do the follow-ing after the TOT:

Design a need-based curriculum and adjust its inputs • (modules & Sessions) to meet the learning require-ments of ex-combatants and community members so as to support the start-up of businesses in differ-ent forms of enterprises including various coopera-tives relevant to their vocational skills; Offer services to help ex-combatants solve business/• enterprise management issues and meet require-ments; Conduct training sessions in financial literacy, en-• trepreneurship and cooperatives while adjusting the inputs to availability of time and requirements of trainees (need based);

TraInIng of TraIners (ToT) aPProaCh


Conduct follow-up and keep records of the progress • made by beneficiaries, challenges faced, and solu-tions offered to them through training, services, and counselling; Periodically share field reports on trainings conduct-• ed and the status of trainees;Commit themselves to bring about positive changes • in the local situation and establish support networks to the enterprises of ex-combatants; and Manage training materials for each training ses-• sion with exercises, visuals, formats, and simulation games.

sTruCTure of TraInIng of TraIners

The proposed inputs is c• overed in 10 days with 8 hours total on each day (including breaks);Training will have Saturday as a working day; if • needed, Sunday may also be used for certain ses-sions;There are 6 sessions per day, each session will be • 60 minutes: Training will start at 9.00 AM and con-

clude at 5.30 PM every day;Participants may need to do some preparation and • home assignments for demonstration session which means training sessions may be extended beyond 5.30 PM. Therefore, trainees are advised no to make alternate important commitments during the course of the TOT;Three breaks: Morning tea break (15 Minutes), • Lunch break (75 Minutes) and evening tea break (15 Minutes) – The timing is flexible and if there are changes, these would be announced;The consultant uses a training kit initially used dur-• ing the Phase 1;Trainers would have to develop their own training • kit using the material supplied to them – this should be worked on each day after the training hours with the assistance of State level manager; andTrainees (participants) conduct field visits two to • three times during the TOT- arrangements will be made as per schedule. This may be coordinated by the State managers.

Table 2: TOT Training modules

modules Curriculum Development

financial literacy, Entrepreneurship and

Cooperatives

advance Business man-

agement

Training management/ Documentation

1Introduction and Micro lab: Expectation and Commitment

3(1-3)

2 Learning Process and Curriculum Design 6

(4-8)

3 Financial literacy/numeracy6

(9-15)

4Entrepreneurship and Business Development in Cooperatives

3 (16-18)

5Steps in starting a business and Coopera-tives

5 (19-23)

6Business and Behavioral Skills Development in Cooperative Entrepreneurship

10 (24-33)

7Training in Business Plan and Financial Trans-actions in Business

7 (34-40)

8 Enterprise Management 8

(41-48)

9 Advance Management Skills and Systems 6

(49-54)

10Training and advisory in Legal Aspects: Registration and Taxation

2( 55-56)

11Planning and Managing Field Level Opera-tions

2 (57-58)

12 Documentation and Reporting 1

(59)

13 Action Plan & Conclusion1

(60)

Total (60 hours) 8 32 16 4

12 SECTION I

TraInIng Modules

major learning goals Specific learning Input/Activities methods/approach

Session 1: Getting Started: Appetizer and Energizers

Warm up and build rapport with • each other Get rid of initial inhibition and social • barrier Reconnect with each for a different • purpose and cause Introduce the features of training • and its quality of experience for the next 10 days Help participants open up •

Introduce participants and trainers• Exercise to explore the inner self • Experience different facets of life and • capture the thoughts and feelings and share the same Conduct •

Self-Analysis and exploration• Sharing ideas about oneself in the • context Small Group work• Presentation by the participants • Reflections•

Session 2: Creating a Learning Environment: Sharing expectation and commitment Building

Learn what participants and trainers • expect from each other Establish the condition and tone for • mutual benefitsClarify the expectation and process • of meeting the expectationBuild commitment to succeed in the • training

Share the training purpose and its orien-• tation toward the developmental goalIdentify role of trainers in the develop-• ment field in the project context and set expectationsDevelop the condition that will help • build team work for the next 10 days

Rethinking exercises • Small Group work • Presentation by the participants •

Session 3: Exploring challenges: Maphel and State Level Training

Share the Mapel experience and • possible challenges and inadequa-cies Share the State level training and • possible challenges and inadequa-cies Reflect upon what is incomplete • and what needs to be done to at-tain the project goalInitiate the process of thinking about • the approach

State Managers share their report of • State for the past few yearsShare the current conditions Period of • Gap between state level training and nowPresent detailed accounts about what • has been achieved and what remains to be achieved Provide a detail account of constraints • and challenges

Presentation by State managers • Discussion and question and answer• Rethinking approach and methodol-• ogy

Module 1: InTroduCTIon and MICro lab: exPeCTaTIon and CoMMITMenT

Module 2: learnIng ProCess and CurrICuluM desIgn


Session 4: Curriculum Design: Process and Method

Determine qualities of a good cur-• riculum and a bad curriculumDiscuss the key elements of a cur-• riculum Engage participants in the process • of curriculum development in the context of prospective trainees’ need and socio-economic cultural context Identify key learning inputs respond-• ing to needs of trainees in the four states

Participants bring their real life situations • pertaining to needs and issues on ex-combatants and develop a few sample training curriculum design (Training Need Assessment and Analysis)Participants pick up one key need area • of ex-combatants and details out the process of curriculum development Learn to package and repackage train-• ing inputs responding to time constraints and target group

Analysis of a case on Curriculum• Small group work on determining the • key inputs for curriculum development in the given context and needs of ex-combatants and community people Presentation of needs of beneficia-• ries and suggest curriculum based solutions



Session 5-6 Writing Learning Goals and selecting learning inputs

Analyze different components of • learning goals Identify different types of training • inputs Determine the learning goals and • select different types of training inputs Set the sequence of training inputs • Write different learning goals which • are measurable

Participants develop learning goals for • a specific area of development of ex-combatants Analyze whether a particular learning • goal is achievable or not and learn to set achievable learning goals with refer-ence to time and local context

Small group work to develop learning • goalsList different training inputs and con-• nect their implication on nature of learning to be achieved Presentation by the participants •

Session 7-8: Selecting Training methods

Assess and select the training meth-• ods for different training inputs and learning goalsDemonstrate potential benefits and • disadvantages of each learning methodPractice the learning process for • relevant learning methods (for the illiterate target group) as well as en-suring behavioral skills development Practice facilitation of learning •

Participants present on what learning • methods of different types of learning inputs are relevantParticipants conduct sessions on differ-• ent training methods Participants demonstrate how to deal • with adult participants while facilitating learning

Demonstration• Practice conducting some of the key • learning methods like experiential learning and participatory method Feedback and analysis to determine • the effectiveness or ineffectiveness

Module 3: TraInIng In fInanCIal and nuMber lITeraCy


Session 09-12: Introduction to Module in Financial Literacy and Number

Help participants create effective • learning exercises to train illiterate trainees in numbers and financial literacy Learn the importance of number • and financial literacy in business transactionList dangers and threat in the busi-• ness due to poor skills in financial literacy and numbers among illiter-ate and literate people Explore how to develop creative • methods for training in numbers and financial transaction Identify challenges of working with • people who are weak with numbers and financial transaction due to low literacy levels

Participants recall the incidences of • interactions with illiterate people and share what went wrong in communicat-ing with them and how did they solve the problem of working with themParticipants develop a learning plan • and demonstrate teaching for addition, subtraction, and divisionParticipants develop a learning plan • and demonstrate currency recognition and managing the transaction of buy-ing and selling Participants develop a learning plan • and demonstrate teaching the prepara-tion of a family budget including savings Participants develop a format for • record keeping for business transaction such as cash book, budget, sales

Role play based exercise• Small group work• Creative idea generation • Development and testing of lesson • plan in training various skills in financial literacy and numbersWorking to improve the insight for cre-• ating effective methods in teaching financial literacy and numbers

Session 13-15 Demonstration of exercise in Financial Literacy

Apply the structured learning • exercises developed for developing number skills for financial transactionIdentify the process of conducting • the different exercises implemented in Maphel and in state level training Build confidence in managing learn-• ing using participants’ experiences

Participants experience their exercises • as trainees for numbers and financial literacy They analyze their own experience and • relate with an illiterate target groupParticipants prepare notes on how to • conduct these exercises and demon-strate

Experiential Learning • Learning by doing • Analysis of experiences• Demonstration of exercises•

14 SECTION I

Module 4: busIness skIlls develoPMenT In CooPeraTIves


Session: 16-18: Framework in Entrepreneurship and Business Skills Development

Learn the concept of entrepreneur-• ship and business skillsExplore the motivation to start a • business and its process of decision making List the qualities of an entrepre-• neur and skills that are required for creating successful and growing businessesIdentify the process of development • entrepreneurship and business skills Introduce the concept of coopera-• tive as one of the major potential formats useful for ex-combatants

Participants carry out a small group work • based on whom they consider to be an entrepreneur and business personRecall the names of entrepreneurs and • business people as an illustration and share their qualities and skills in business Discuss how these qualities and skills are • developed through training among the illiterate target group Participants visit the market area to see • the operations of business enterprises – to get exposed to how people select their business, location, customers, and what activities they do to their busi-nesses as well as the challenges Participants experience the impact of • cooperatives and list its benefits in the business

Small group work• Experience sharing• Simulation Exercise • Visit to market • Presentation •

Module 5: sTePs In sTarTIng a busIness and CooPeraTIves


Session 19: Decision and Steps for starting a business

Identify steps and factors for taking • decisions and starting a business Learn the process of motivating and • facilitating decision making for a career in business Identify the process of setting up a • cooperative Plan training, counselling and • support services intervention for ex-combatants and community toward to start upLearn how to facilitate ex-combat-• ants’ selection of a business and location

Participants are engaged in a series of • small group discussions to identify the factors and steps in starting a business as well as cooperativesParticipants list the key requirement for • setting up a cooperative Participants prepare a plan and strate-• gies to assist ex-combatants for select-ing a business as well as a cooperative based business format Participants demonstrate how they • plan to build the capacities and lead ex-combatants to succeed in starting a successful business and cooperative

Small group discussion• Presentation by the participants• Demonstration on counselling and • support services

Session 20-23: Business Opportunity Selection and Guidance

Plan and conduct training in deci-• sion making and steps needed for starting a business or cooperativeHelp participants (ex-combatants) • initiate steps and offer services that can speed up the process of starting a business or cooperativeSupport in selecting a business • relevant to their technical or voca-tional skills

Participants go through the relevant • parts of the training manual for ex-combatants and note on State level training and services Participants conduct demonstration on • counselling and offering support services in meeting the requirement of each stepParticipants demonstrate counselling • in selecting a business relevant to their technical skills and also location

Small group work• Demonstration of training • Simulation • Practice session•


Module 6: behavIoral skIlls In enTrePreneurshIP and CooPeraTIves


Session 24- 28: Business skills Development for Operating a business and a Cooperative

Learn the learning methods used in • developing entrepreneurship and cooperativeExperience the development of • business skillsLearn how to conduct the simula-• tions to develop these qualities Apply experiential learning methods • for behavioral qualities’ develop-ment

Participants to participate as potential • training in entrepreneurship and coop-eratives Participants are engaged in formation • of a cooperativesParticipants make products and carry • out business transaction and record the same Participants evaluate themselves and • seek feedback; they conduct the busi-ness simulation again to demonstrate qualities that lead to success in business

Simulation and experiential learning• Demonstration• Use of format for business transac-• tional recording Analysis of business data • Feedback •

Session 29-31: Behavioral Skills in Entrepreneurship

Plan and conduct training in Identify • behavioral qualities in entrepreneur-ship and cooperatives Help ex-combatants deal with the • dynamic of society and community Learn the importance of goal set-• ting, team work, and positive think-ing in entrepreneurshipDevelop learning exercises that can • help develop positive thinking and goals setting behaviour Learn the critical qualities that keep • the cooperatives strong

Participants recall the experience • sharing sessions and identify some key qualities Participants list the challenges in society • and community to be successfulParticipants explore learning methods • to develop the requisite behavioral qualities

Analyze the experience of coopera-• tive entrepreneurs Small group work • Simulation exercise •

Session 32-33: Team Building and Management of Cooperatives

Apply simulation exercise based • on experiential learning to develop behavioral qualities Demonstrate the effects of some of • the behavioural qualities in manag-ing successful cooperative business enterprises Learn to conduct sessions on de-• velopment of behavioural qualities using the structured games

Participants volunteer to participate in • the games through different role playsThey are assisted to share their experi-• ences on what factors helped and affected their performances Relate the performance with some key • behavioral qualities Participants demonstrate how these • qualities help in cooperatives and busi-nesses succeeding

Experiential learning based simulation • and role playsDemonstration of exercises • Discussion on how to conduct these • exercises

Module 7: TraInIng In busIness Plan and fInanCIal TransaCTIon


Session 34: Training in Financial Transaction in different Types of Businesses

Identify different types of businesses and • business transactionsIdentify different types of financial activi-• ties in different types of businesses Identify different cost structure and • capital requirements in different types of business activitiesLearn the process of cost and capital • estimation Follow the training methods for teaching • illiterate trainees on how to manage and estimate cost of production and capital Learn to compute mark up and margin • in product costing and business transac-tion

Participants list the different types of • business activities related to different types of vocational skillsParticipants list different types of busi-• ness transactions – nature of produc-tion to marketing activities and other requirements related to determining cost and capitalParticipants use the simulation tech-• niques to help trainees learn computa-tion of cost, capital as well as mark up and marginFollow the practice sessions to build the • confidence in teaching the financial transactions

Participatory learning process• Small group work• Demonstration and presentation•

16 SECTION I


Session 35-36: Estimating Capital and Cost

Identify different cost structure and • capital requirements in different types of business activitiesEstimate cost and capital • Follow the training methods for teaching • illiterate trainees on how to manage and estimate cost of production and capital Learn to compute mark up and margin • in product costing and business transac-tionCalculate the breakeven point to help • trainees (ex-combatants) to decide the price and sale volume for making profit

Participants use the simulation tech-• niques to help trainees learn computa-tion of cost, capital as well as mark up and marginParticipants follow the practices sessions • to build the confidence to teaching the financial transactions

Small group work• Demonstration and presentation• Individual assignments• Counselling session •

Session 37-38: Sources of Finance

Learn the role of capital in start-up and • management of an enterpriseIdentify different sources of capital • Learn how the capital is generated • through reinvestment Learn the role of micro-finance and im-• portance of loan and loan repayment

Participants list types of capital and • sources of capital Participants assess the terms and condi-• tions of borrowing Your appreciate the importance of pay-• ing back loansParticipants meet a micro-finance insti-• tution (MFI) expert

Small Group discussion• Representative from a Micro-• finance institution to deliver the session

Session 39-40 Business Plan for Setting up Cooperatives /Individual or Partnership

Prepare a business plan for starting a • businessLearn the key decisions toward starting a • business and in the process of preparing a business planFollow the different formats of business • plan for different types of businesses

Participants identify key decisions for • starting a business and preparation of a business planParticipants comprehend different busi-• ness plans Participants learn how to help ex-com-• batants in the preparation of a business plan

Small group work• Demonstration and presentation• Individual assignments• Counselling session•

Module 8: TraInIng and servICes In enTerPrIse ManageMenT


Session 41-42: Introduction to enterprise management in Cooperatives Businesses

Identify key activities of managing a • business and enterprisesComprehend the concept of man-• agement in relation to business and enterprises List the differences in managing a busi-• ness and enterprises among different types– individual, partnership, coopera-tives, and private limited.List the key issues in managing a business • and enterprisesList the skills in management of enter-• prises Determine the learning process on enter-• prise management

Participants visualize the operations • of different types of businesses and list the key processes in managing the enterprise Participants become aware of the issues • in managing different types of business and possible threat to the business in the event of weak or poor management Participants list the key conditions for • training ex-combatants for manage-ment of their business and enterprises

Small Group work• Experience sharing • Make a presentation of cases on • different types of businesses



Session 43-44: Sale and Marketing

Know consumers – where, how, when, • and why they buyLearn the methods of attracting con-• sumers and customers Plan to achieve sales and manage • services pertaining to salesMaintain records of sales transactions •

Participants capture some of the dy-• namic related to market and sale based on their own past experiences Participants participate in simulation • exercise to experience how to attract and market customers as well as know what mistakes entrepreneurs do that kill their businesses Participants use the format for teaching • trainees for recording sales and market-ing (illiterate groups)

Small group work• Simulations and role play•

Session 45-46: Production and Workplace management

Identify the importance of managing • work placesLearn how to organize the workplaces • Plan and execute a production plan • Determine good and bad practices in • production and workplace manage-ment Keep records of production •

Participants visualize the conditions of • good and bad production and work-place List the factors that can lead to poor • production and its bad effects on busi-nessParticipants experience the role plays • for training ex-combatants Participants use the format for teaching • trainees for recording daily production (illiterate groups)

Small group work• Format for planning production • Role play •

Session 47: Purchasing

Determine the needs of supplies • Learn the sources of supplies • Negotiate prices, quality, and delivery • of supplies

Participants list the various supplies • needed in different types of business enterprises Participants detail out the process of determining the needs of supplies, contracting suppliers, and delivery and payment Participants use the format for teaching • trainees for recording purchases (illiter-ate groups)

Small group work• Simulations and role play•

Session 48: Book keeping

Appreciate the importance of book-• keeping in business Use basic booking keeping formats (can • be used by illiterates)List the different types of transactions • and their recording

Importance of book keeping • Participants follow the basic principles of • booking keeping for recording transac-tions related to cash given or received – goods bought or sold Participants learn the formats for daily • recordings of transaction in different books

Role play• Presentation• Use of formats•

18 SECTION I

Module 9: advanCe ManageMenT skIlls and sysTeMs


Sessions: 49-50: Financial management

Prepare trainers to offer assistance in • analyzing their costs / revenues.Help them identify problems ex-• combatants are experience in mobilising required cash/money to keep the business running Facilitate them to reflect on their • monthly budgetsCompute the break-even point to • help them determine the price and sales volume toward making profit Help upgrade the accounting prac-• tices by preparing profit and loss statement and balance sheet

Participants are oriented to offer support • services to help improve financial man-agement in the new businesses already started These include:•

Profit and loss statement • Break-even point• Balance sheet •

Small group work• Practice sessions• Use format for keeping books of • records Practices on advice and counselling•

Session 51-52: Developing and effective system

Initiate trainers to help ex-combat-• ants in appreciating the need for developing business systems Help them know that each activity • in the business is inter-dependent on other activities and similarly impact the other activities positively or negativelyInitiate systems development for • regular monitoring and follow-up in the areas to enhance effective decision making

Sales• Production• Purchasing• Finances•

Participants help established businesses • in upgrading business management practices to empower ex-combatants with greater planning and control with regard to sales, production, purchases, and financesParticipants visit enterprises and help • them use the data being generated from their books of record

Small group work• Practice sessions• Analysis of data for decision making • Practices on advice and counselling•

Session 53-54: Workers management

Initiate participants help combat-• ants start human resources planning Help utilize proper Recruitment • processHelp the importance of employees • training and development

Participants initiate review of the people • requirement and audit how they are meeting their requirement Participants advise them on how to • improve the productivity of people in their enterprises

Small Group work• Problems (case let) and diagnosis • Practices on advice and counselling•


Module 10: legal asPeCTs: regIsTraTIon and TaxaTIon


Session: 55-56 Training and advisory in Legal Aspects: Registration and Taxation

Introduce various laws applicable to busi-• ness enterprises in South Sudan

Sole proprietors• Partnership• Company• Cooperatives •

Explain key laws concerning mobilizing • capital and credits to the business Procedures / formalities in registration of a • business firm as sole, partnership, company, or cooperative Adherences to legal obligation and taxa-• tion – like VAT and Payment of income and corporate taxesHelp acquire various licenses for conducting • different businesses

Participants comprehend the legal • systems as applicable in South Su-dan for different types of enterprises and offer advisory services and guide them to appropriate authori-ties for meeting legal requirement

Small group work• Practice sessions• Analysis of data for decision • making Practices on advice and counsel-• ling

Note: Local Legal expert to share these inputs

Module 11: PlannIng and ManagIng fIeld level oPeraTIons


Session: 57-58 Planning and Managing Field Level Operations – mobilization and capacity building

Appreciate the role of follow-up support and • field level training for ex-combatants and com-munity membersLearn about the business startup and manage-• ment continuum for assessing the progress of ex-combatants and community Follow the framework for follow-up as outlined • in the curriculum for State Level Training and follow-upAssess the needs of ex-combatants and com-• munity at their current level of progress to determine services, counselling, and training they requirePlan and implement support services and train-• ing that help ex-combatants move higher on the business startup and management continuumPackage and repackage different modules to • meet the learning needs of ex-combatants and community Record the progress and support rendered on a • daily basis Establish the local support network for carrying • out follow-up support services and trainingNetwork with local institutions (including govern-• ment bodies) and corporate bodies for support to ex-combatants’ businesses

Participants internalize their role, • activities, and strategies in providing follow-up support and training Participants review the progress • made by the ex-combatant and analyze their current challenges Participants work on their strategy • for follow-upParticipants verify the likely action • and its format for need based sup-port to ex-combatants and their enterprises

Small Group work• Create strategy and plan for • follow-up trainingSelf assessment to know • where trainers would need support Demonstration of support ser-• vices and follow-up training

20 SECTION I

Module 12: doCuMenTaTIon and rePorTIng major learning goals Specific learning Input/Activities methods/approach

Session 59: Documentation and Reporting

Learn the need and objective for the documen-• tation and reporting on the progress as well as field level training and supportDetermine what to document and report peri-• odically Develop format for documentation for each • level of follow-up and training Analyze the follow-up reports and decide further • action Monitor and evaluate the performance of ex-• combatants and trainers

Participants internalize their role, • activities, and strategies in providing follow-up support and training Participants review the progress • made by the ex-combatant and analyze their current challenges Participants work on their strategy • for follow-upParticipants verify the likely action • and its format for need based sup-port to ex-combatants and their enterprises

Small Group work• Demonstration of support ser-• vices and follow-up training

Module 13: aCTIon Plan & ConCludIng


Session 60: Action Plan

Set the goals for follow-up support and training • List the key steps for follow-up and training for • star- up and managementList the key needs of logistics support and • resources List the coordination related to activities with • DDR and State level DDR for logistics support and effective communications and reporting Conduct a Strength, Weakness, Opportunities, • and Threat Analysis (SWOT) of follow-up training with respect to the trainers’ competence and confidence

Participants use the action plan • format to:

Determine all the possible chal-• lenges and take action to meet themParticipants seek clarification with • respect to their role and activities and support in the field Participants set the target for • their respective states and deter-mine the action plan

Small work group work• Presentation of action plan •


Entrepreneurship, Cooperatives and Financial Literacy

TraININg maNual

by Gautam Jain Training Consultant


JuNE 2014

22 SECTION I

Preface .................................................................................................................. 24Schedule ............................................................................................................... 25

Training Of Trainers for ICRS Caseworkers.................................................................................25

For Training Entrepreneurship, Cooperatives, and Financial Literacy ..................................25

module 1: Introduction and micro lab ............................................................... 26Session 1: Getting Started: Appetizers and Energizers ...........................................................27

Session 2: Learning Environment: Expectation and Commitment ........................................30

Session 3: Exploring Challenges (Mapel and State Level Training) .......................................31

module 2: learning Process and Curriculum Design ....................................... 32Session 4: Curriculum Design- Process and Method ...............................................................33

Sessions 5-6: Writing Learning Goals and Selection of Learning Inputs ................................36

Sessions 7-8: Selecting Training Methods s ...............................................................................41

module 3: Training in financial literacy ............................................................ 47Sessions 9-12: Introduction to Module in Financial Literacy ...................................................48

Sessions 13-15: Demonstration of Exercise for Financial Literacy .........................................50

module 4: Training in Entrepreneurship and Business Development in Cooperatives ................................................................................................... 56

Sessions 16-18: Entrepreneurship, Micro- and Small Businesses .............................................56

module 5: Steps in Starting a Business and Cooperatives ............................... 60Session 19: Decision and Steps for Starting a Business ...........................................................60

Sessions 20-23: Business Opportunities’ Selection and Guidance ........................................63

module 6: Business and Behavioral Skills in Cooperative and Entrepreneurship .................................................................................................. 67

Session 29-31: Behavioral Skills in Entrepreneurship .................................................................74

Sessions 32-33: Team Building and Management of Cooperatives .....................................76

module 7: Business Plan and financial Transaction in Business ..................... 77Session 34: Financial Transaction in different Types of Businesses .........................................78

Sessions 35-36: Estimating Capital and Cost ............................................................................79

Sessions 37-38: Sources of Business Funding (Micro-Finance) ................................................84

Sessions 39-40: Business Plan for Cooperatives/Individual Enterprises ..................................86

module 8: Basic Enterprise management ....................................................... 104Sessions 41-42: Introduction to Enterprise Management in Cooperative Businesses .......105

Sessions 43-44: Sales and Marketing .......................................................................................107

Table of ConTenTs

Entreprenuership, Cooperatives and Financial Literacy - Training ManualDDR Pilot Reintegration Project in South Sudan 23

Sessions 45-46: Production and Workplace Management .................................................111

Session 47: Purchasing ..............................................................................................................114

Session 48: Book Keeping ........................................................................................................117

module 9: advance management Skills and Systems .................................. 120Sessions: 49-50: Financial management ................................................................................120

Sessions 51-52: Developing Effective Systems through Information Management .........124

Sessions 53-54: Workers’ Management ..................................................................................126

module 10: legal aspects-registration and Taxation .................................... 129Sessions 55-56: Registration and Taxation in Business and Cooperatives ...........................129

module 11: Planning and managing field level Operations ........................ 130Sessions 57-58: Planning and Managing State-level Training and Follow-up ....................130

module 12: Documentation and reporting .................................................... 138Session 59: Documentation and Reporting ..........................................................................138

module 13: action Plan and Conclusion ........................................................ 140Session 60: Action Plan .............................................................................................................140

24 SECTION I

This manual has been prepared for conducting the Entrepreneurship, Financial Literacy & Coopera-tives Training of Trainers (TOT) for Information

Counseling and Referral Services (ICRS) caseworkers to train them as professionally competent trainers, mo-tivators, and advisers in entrepreneurship, cooperatives, and financial literacy. This Handbook for Trainers can also be used for reference in curriculum design and as technical material in training ex-combatants and com-munity members.

The main thrust of the training is to empower trainers to design need-based training for ex-combatants and com-munity members, develop training materials (manuals), session plans with appropriate training methods, learn-ing exercises, and conduct training.

The manual offers four sets of learning inputs for ICRS Caseworkers as follows:

Curriculum and training modules design and learn-• ing inputs

Conceptual and technical learning in entrepreneur-• ship, enterprise management, cooperatives, and fi-nancial literacy

Demonstrations of some key experiential and par-• ticipatory based sessions

Planning and managing state level training and • follow-up with templates for regular reporting sys-tems

The training manual, therefore, includes both technical

and conceptual learning materials for conducting ses-sions as well as provides support services to ex-combat-ants and community members in taking key decisions, following up with them on the key steps for enterprise startup, developing management systems, and support for legal adherences.

The TOT training methods are based on experiential and participatory methods of learning that engage partici-pants in a series of exercises based on learning by doing and contributing to everyone’s learning. For a few ses-sions, local inputs have been arranged. These sessions are on experience sharing by local entrepreneurs (in co-operatives, preferably illiterate or retired army people), representatives from micro finance institutions active in four states, and legal experts in business and coopera-tives.

With regards to training limitation, the training duration and number of participants may pose some concerns. Given the challenges of training and coverage of a wide range of inputs, 10 days are insufficient to deliver the sessions. Further, training takes longer when there are more than 15 participants as it takes longer to complete simulated exercises. Further, the trainer will have to deal with a diverse set of opinions coming from the partici-pants with diverse educational backgrounds and experi-ences in a short period of time.

Gautam Raj Jain

Training Consultant, UNICON Limited

PrefaCe


sCheduleTraInIng of TraIners for ICrs Caseworkers

for TraInIng enTrePreneurshIP, CooPeraTIves, and fInanCIal lITeraCy

DaTEa SESSION 1(9:00-10:00)

SESSION 2(10:00-11:00)

SESSION 3(11:30-12:30)

SESSION 4(12:30-13:30)

SESSION 5(14:30-15:30)

SESSION 6(16:00-17:00)

1 16 May 2014Getting Started: Appetiser and Energisers[1]

Creating a Learning

Environment[2]

Exploring challenges[3]

Curriculum De-sign Process[4]

Writing Learning Goals and selecting learning inputs[5-6]

2 17 May 2014 Selecting Training methods[7&8]

Introduction to Module in Financial Literacy[9-12]

3 18 May 2014 Demonstration of exercise for Financial Literacy[13&15]

Half-day (Sunday)

4 19 May 2014 Conceptual Framework in Entrepreneurship and Micro and Small Business Skills DevelopmentExperience Sharing by entrepreneurs[16-18]

Decision and Steps for start-ing a business[19]

Business Opportunities Selection and Guidance(Market Visit)[20-21]

5 20 May 2014 Business Opportunities Selection and Guidance[22- 23]

Business Skills Development for Conducting a Business[24-27]

6 21 May 2014 Business Skills Development for Conducting a Busi-ness [28]

Behavioral Skills in Entrepreneurship [29-31] Team Building and Management of Cooperatives [32-33]

7 22 May 2014 Training in Financial Transaction in dif-ferent Typesof Businesses [34]

Estimating Capital and Cost [35-36]

Sources of Business Funding ( Micro- Finance) [37-38]

Business Plan for Setting up Coop-eratives/ Individual Business enter-prises [39]

8 23 May 2014 Business Plan for Setting-up Coop-eratives/ Individual Business enterprises [40]

Introduction to enterprise man-agement in Cooperatives Busi-nesses [41-42]

Sale and Marketing [43-44] Production and Workplace man-agement [45]

9 24 May 2014 Production and Workplace man-agement [46]

Purchasing [46-47]

Book Keeping [48]

Financial management [49-50] Developing Ef-fective Systems through Informa-tion Managemen [51]

10 25 May 2014 Developing Ef-fective Systems through Informa-tion Management [52]

Workers Management [53-54] Half-day (Sunday)

11 26 May 2014 Training and advisory in Legal Aspects: Registration and Taxation [55-56]

Planning and Managing Field Level Operations – mobilisation and capacity building [57-58]

Documentation and Reporting [59]

Action Plan [60]

a Tea breaks – 11.00 to 11.30 am & 15.30 to 16.00 lunch Break 13.30- 14.30

26 SECTION I

learning goals:

To Warm up and build rapport with each other •

To get rid of initial inhibitions and social barrier •

To reconnect with each for a different purpose and cause •

To introduce the silent feature of training and its quality of experience for the 10 days •

To help participants open up•

To share the training purpose and its orientation toward the developmental goal•

To identify the role of trainers in the field of development in the project context and set expectations•

To develop the conditions that will help build team work for the next 10 days•

To analyze the experiences of trainers and state managers of Phase I•

activities:

Introduce participants and trainers – Unique qualities •

Exercise to explore the inner self •

Experience different facets of life, capture thoughts and feelings, and share •

Conduct ice breakers for startup of training •

material requirements:

Open area large enough for the movement of 24 participants•

Class room with Round Seating •

Trainers and State Managers prepared to share•

Phase I reports on experiences •

methods/approach:

Self-Analysis and exploration•

Share ideas about oneself in the context •

Small Group work•

Presentation by the participants •

Reflections•

Experience sharing •

Module 1: InTroduCTIon and MICro lab


sessIon 1: geTTIng sTarTed: aPPeTIzers and energIzers

What will you do?

You will meet other Participants and Trainers •

You will get to know each other and learn what you may not know about each other•

You will find out about the training program’s aims and objectives•

You will participate in exercises to explore yourself and others•

Exercise Sheet 1

are you ready to go?Let us begin

Time: 20 Minutes

Decide what you would like others to know about you as well as what you would like to know about • others

Decide what to share about yourself, which will be useful to others?•

How do you feel about your new role?•

micro-lab ExercisesTime: 30 Minutes

You are all asked to assemble in an open area outside the classroom.

You will be engaged in a number of small exercises for about 20 minutes.•

Instructions will be given separately for each exercise.•

You will be involved in doing something unusual or unconventional•

NOW BE READY!

Exercise Sheet 2

28 SECTION I

Introduction to TOT Training

The phase 2 activities involve state level training and support to ex-combatants, ICRS caseworkers, and four state level managers. Three of the state level managers were also trainers during the project’s first phase. Based on the achievements and feedback of phase 1 including the findings of the Mid Term Review (MTR), the following frame-work for the TOT curriculum is proposed:

role of Trainers in the Project’s Phase 2

Offer training in financial literacy, entrepreneurship, cooperatives, and advanced management for helping enter-• prises succeed and grow

Conduct follow-up to find out and record the progress being made by ex-combatants and community members •

Assess the needs of ex-combatants and community members who are operating at different levels on the progress • continuum – from no initiatives to a successful enterprise creation and management

Offer support services for trouble shooting and help in improving business practices such as completing forms, • improving or rewriting business plans, and feedback on various business practices such as stock register or cash-book maintenance

Offer counseling for resolving the internal conflicts and improve decision making •

Communicate field level information to the South Sudan National Disarmament, Demobilization, and Reintegra-• tion Commission (NDDRC) with reports for action

Create support networks of institutions in local areas for technical and business education, employment opportu-• nities, access to market, and other services to business enterprises

TOT learning goals

The TOT aspires to achieve the following learning goals:

To design and develop training curricula based on the need of ex-combatants and community members•

To conduct training sessions on learning’s related to financial literacy, entrepreneurship, business and manage-• ment, different forms of enterprises including cooperatives, behavioral skills development, advance business management practices, and legal aspects of business enterprises

To apply learning methods based on learning by doing and experiential learning methods in a way that is relevant • and effective for illiterate as well as less educated target groups

To conduct practice sessions to gain self-confidence in conducting various simulated exercises leading to desir-• able transformation and learning among the target group

To plan and conduct follow-up and analyze the progress being made by the trainees with respect to business • startup to management of enterprises, quality of business operations, results achieved through business in relation to what worked well and what did not work

To assist ex-combatants explore business opportunities in local areas based on their vocational skills •

To prepare progress report on each ex-combatant as well as community members involved in their business en-• terprises

To offer support services that improve business processes from start to management such as support in trouble • shooting, improve record keeping or completing application forms for legal adherence

To consult ex-combatants and community members in persona and in groups to facilitate proper decision making • and resolve their internal conflicts

Interact with local support systems for mobilizing their services as needed by ex-combatants’ businesses •


Key Training Inputs

Curriculum and training modules design and learning inputs•

Conceptual and technical learning in entrepreneurship, enterprise management, cooperatives, and financial lit-• eracy

Demonstrations of some key experiential and participatory based sessions conducted during the first phase •

Planning and managing state level training and follow-up with templates for regular reporting systems•

methodology

The training methodology is based on the process of unlearn, relearn, and consolidate for building the capacity for training ex-combatants in entrepreneurship, cooperatives, and financial literacy. The TOT training methods will apply experiential and learning by doing or participatory methods of learning. The trainers will be trained to apply these learning methods in conducting the training in their respective states. The learning process will, therefore, largely involve small group exercises, simulations, role-plays, fieldwork, small group work, and assignments in financial literacy, entrepreneurship, and cooperatives.

TOT Training modules

modules Curriculum Development

financial lit-eracy,

Entrepreneurship and

Cooperatives

advance Business

management

Training management/ Documentation

1Introduction and Micro lab: Expectation and Com-mitment

3(1-3)

2 Learning Process and Curriculum Design – Illiterate and less educated people

6(4-8)

3 Financial literacy/numeracy 6(9-15)

4 Entrepreneurship and Business Development in Cooperatives

3(16-18)

5 Steps in starting a business and Cooperatives. 5(19-23)

6 Business and Behavioral Skills Development in Coop-erative Entrepreneurship

10(24-33)

7 Training in Business Plan and Financial Transactions in Business

7(34-40)

8 Enterprise Management 8(41-48)

9 Advance Management Skills and Systems 6(49-54)

10 Training and advisory in Legal Aspects: Registration and Taxation

2(55-56)

11 Planning and Managing Field Level Operations 2(57-58)

12 Documentation and Reporting 1(59)

13 Action Plan & Concluding 1(60)

Total (60 hours) 8 32 16 4

30 SECTION I

sessIon 2: learnIng envIronMenT: exPeCTaTIon and CoMMITMenT

What you will do?

You will learn what participants and trainers expect from each other •

You will establish the condition and tone for mutual benefits•

You will clarify the expectation and process of meeting the expectation•

You will help build commitment to make the training useful for everyone •

Exercise Sheet 3

Program Orientation ExerciseTime: 20 Minutes

Form into four groups. Each group may have 4 or 5 trainees.

In your groups, discuss the three topics given below.

You should spend about 10 minutes on each topic.

Prepare your presentation on the chart paper give to you.

Topic 1.

WHAT DO WE HAVE “IN COMMON” IN OUR GROUP?

(Make a list of as many items as you can e.g. like, dislikes, goals, education, places visited, family back-ground, achievements etc.)

Topic 2.

HOW WILL THIS TRAINING BE USEFUL TO US?

(List as many of the benefits as you can think of.)

Topic 3.

HOW SHOULD WE BEHAVE IN THIS TRAINING PROGRAM TO MAXIMISE ITS USEFULNESS?

Be prepared to report back on your discussion.

A different person can report back on each of the item above


sessIon 3: exPlorIng Challenges (MaPel and sTaTe level TraInIng)

learning goals

To share the Mapel experience and possible challenges and inadequacies •

To share the State level training and possible challenges and inadequacies •

To reflect upon what is incomplete and what needs to be done to attain the project goal•

To initiate the process of thinking about how to approach state level challenges involving the state of mind and • situation of ex-combatants and community members

activities

State Managers share their report of State for the past few years•

Share the current conditions, Period of Gap, between state level training and now•

Present detailed account about what has been achieved and what remains to be achieved •

Provide a detail account of constraints and challenges •

Suggest future course of action•

material

Trainers and State Managers prepared to share•

Power point on the experiences •

method and approach

Presentation by State managers •

Discussion and question and answer•

Rethinking approach and methodology•

Exercise Sheet 4

analysis and ChallengesTime: 20 Minutes

Participants take note on what it takes to reach out to ex-combatants and make an impact on their lives • together with their community

List personal and professional challenges•

List what skills you may need to succeed with the challenges posed •

Start planning and finding new ways of dealing with the issues of ex-combatants and community • members in business and cooperatives

Start a dialogue with trainers including questions •

32 SECTION I

learning goals

To determine qualities of a good curriculum and bad curriculum•

To find out the key elements of a curriculum •

To engage participants in the process of curriculum development in the context of prospective trainees’ needs and • socio-economic, cultural context

To identify key learning inputs that respond to the needs of trainees in the four states•

To conduct training needs analysis and write learning goals•

To identify different training inputs and logically draw their sequences •

To analyze different training methods and select them for different training inputs and learning goals•

activities

Participants bring real life situations pertaining to needs and issues on ex-combatants and develop a few sample • training curriculum designs (Training Need Assessment and Analysis)

Participants pick up one key need area of ex-combatants and detail out the process of curriculum development •

They learn to package and repackage training inputs responding to time constraints and target group•

Participants develop learning goals for a specific area of ex-combatants’ development•

They learn to analyze whether a particular learning goal is achievable or not and learn to set achievable learning • goals with reference to time and local context

Participants present on what learning methods are relevant of different types of learning inputs•

Participants conduct sessions on different training methods •

Participants learn how to deal with adult participants while facilitating learning•

materials

Classroom discussion and exercise •

Flip chart papers•

LCD projector•

method and approach

Analysis of a case •

Small group work on determining key inputs for curriculum development in the given context and needs of ex-• combatants and community people

Presentation of beneficiaries’ needs and suggest curriculum based solutions•

Demonstration•

Practice conducting some key learning methods like experiential learning and participatory method •

Feedback and analysis to determine effectiveness or ineffectiveness•

Module 2: learnIng ProCess and CurrICuluM desIgn


sessIon 4: CurrICuluM desIgn- ProCess and MeThod

What will you do?

You will read a case on curriculum design.•

You will learn how a good or bad curriculum is developed.•

You will understand what is learning and how people learn.•

You will differentiate how adults are taught differently from non-adults. •

You will conduct a short training session for adults.•

You will identify training strategies to deal with adult behavior.•

Your will identify different elements of a curriculum.•

Notes

What is learning?

Learning refers to relatively permanent changes in behavior of the participants.

Two types of learning

Cognitive learning - belief, motives, opinion, attitudes, skills, etc.1)

Affective learning - emotional aspects of behavior such as feeling happy, unhappy, fears, etc.2)

methods of learning

Conditioning the behavior stimulus and response connections•

Reinforcing the behavior:•

Incentives / reward desirable ˏ

Behavior and punish undesirable behavior ˏ

adult learners

Thinks of oneself as self-directing - knowing what one wants•

Thinks of oneself as having rich experiences which are useful to oneself and others•

Preparing oneself for more difficult tasks in relation to one’s own self concept•

Keen to acquire knowledge, which is of immediate benefits•

How adults learn

Adults learn what is of interest to them•

Adult learning is autonomous - dislike dependency•

Draw on personal experience for learning•

34 SECTION I

How do you train (facilitate) an adult?

ask Questions

Overview questions: Ask questions to the whole group and allow them to comment / discuss•

Director questions: Ask direct questions to a few participants for specific information relating to • their experience

Relay questions: Involve the trainees by getting their opinion before suggesting something•

Return questions: Ask questions to participants to clarify information and share experience•

Your Behavior as Trainers

Establish rapport•

Exhibit confidence in yourself•

Speak out so that you are easily heard•

Be enthusiastic to keep the topic interesting and participants interested•

Other strategies

Go slow on information•

Dwell on meaning•

Use questions to clarify and rearrange unstructured information•

Selectively add characteristics such as color and humor•

Elements of a curriculum

Training Needs Assessment•

Training objectives•

Training inputs•

Training methods•

Session plans•

Pre-training stage

Design •

Establish training needs ˏ

List objectives ˏ

adult behavior and Training strategies

adults’ Behavior Training Strategies

Due to living experience adults may have 1. fixed habits, ideas, and thoughts

Use experiential, action oriented, problem solving method• Relate their experiences to new learning• Create a warm and non-threatening environment•

Adults tend to be self-directing, autonomous, 2. and dislike dependent roles

Treat them with respect (avoid preaching, pushing, directing)• Encourage them to bring up problems• Acknowledge their previous knowledge and experience•

Adults are result oriented and, therefore, inter-3. ested in immediate application

Learning should be directly related to problems• Discuss approaches for solving problems•

Adults show a readiness to learn if it enhances 4. their career opportunities

Relate learning to professional development• Build up the need to learn by clarifying the significance of new learning•


Work out contents / methods, materials / exercises ˏ

Sequence contents / activities ˏ

Tie up resource persons ˏ

Prepare / select course materials ˏ

Organize•

Promotion / selection ˏ

Venue and Time ˏ

Facilities ˏ

Communication with trainees (selection / information) ˏ

Support facilities ˏ

Schedule time with resource persons ˏ

Distribute materials ˏ

Training stage

Facilitate learning•

Provide useful information•

Counsel•

Record / document•

Evaluate•

Manage time and facilities•

Post-training stage

Report writing•

Follow-up •

a Case of Curriculum Design

In a forest long ago, there lived a group of friendly animals. Discussing their lot one-day, they concluded that they were not progressing because they were uneducated. They then decided that what they needed was a school, an animal school.

A syllabus committee was formed and began to take suggestions. The mynah said that flying should be included in the curriculum; so they entered that. The fish said that swimming is important, so they entered that. The squirrel said that perpendicular tree climbing broadens your vision and the rabbit said running was a must and so these too were entered, and so with all the other animals and their special talents.

Everyone was thrilled with the skills they were about to learn; in fact they were so taken up that in their enthusiasm, they declared that all future courses would be compulsory!

The rabbit was a great runner. None could run like the rabbit but they took him up to a branch of a tall tree and said: “fly, rabbit, fly”. The rabbit jumped, kicked his legs fanatically, crashed, broke his leg, and suffered brain damage. He got pass marks in flying for effort but he never could run as before. The mynah was a great flyer. She could fly loops and dive like a freak but they had her dig holes in the ground like the field mouse and she broke her beak and wings. She failed in whole digging and barely passed in flying. And so it went. The squirrel almost drowned in his swimming course and the jackal broke his back tree climbing, but they all got pass marks for good attendance. The gold-medalist was a bat that could do a little bit of many things but nothing well (Night flying was not in the syllabus).

36 SECTION I

sessIons 5-6: wrITIng learnIng goals and seleCTIon of learnIng InPuTs

What will you do?

You will analyze different components of learning goals •

You will identify different types of training inputs •

You will determine learning goals and select different types of training inputs •

You will set the logic for sequencing of training inputs •

You will write different learning goals which are measurable•

Exercise Sheet 1

Steps for Designing a Training Curriculum

Identify target groups

Select and classify your target groups as specifically as possible.

You may select your target group based on one or more demographic profiles in a given place.

Social background •

Sex•

Geographic location•

Age group•

Education•

Occupation•

Economic status•

Multiple dimensions for each of these demographic factors can be used to identify the target group.

Example:

Educated unemployed youths•

Training Need assessmentTime: 30 Minutes

Who are your trainees?•

What are their major characteristics? •

What do you want to train them for?•

What would be your approach to deal with them?•

What are the steps for designing a curriculum?•

You will work on your target group to design a training curriculum•


Unemployed youths between the age group of 22-28 (male / female)•

Unemployed youth having at least senior secondary level of education but not more that first degree (male / fe-• male)

Unemployed youth residing in up countryside.•

Determine the training ‘Problem’

Find out what your target group is

Doing what they should be doing

Thinking what they should be thinking

Behaving how they should be behaving

Perceiving what they should perceive

Holding beliefs what belief and attitude they should be holding

Determine the hindrance, deficiencies, and obstacles in the way of desired goals

Select the source of information

Learners themselves•

Other people who know the learners•

Records•

Select instruments of need identification

Interview•

Questionnaire•

Observation•

Critical incident•

Psychological test•

Performance test•

list training needs

What information they need to know•

What attitude / belief they need to change•

What skills they need to develop•

What behavior changes are required•

List all obstacles, hindrance they experience or they are likely to experience when they have to undertake desirable behavior.

report

Training Needs analysis

Statement of problem•

Obstacles of the study•

Framework of the study•

Strategies•

38 SECTION I

Methods used for analysis•

Findings•

Needs can be solved by training ˏ

Needs to be solved by other means ˏ

Recommendations •

Example of Training

Target groups

Ex-combatants•

Community members •

Ex-combatants turned entrepreneurs /cooperative members •

major characteristics of target group

Most of them are illiterate •

Unaware about business •

Cannot add or subtract•

Unaware of benefits of doing business •

No exposure or experience in business•

Unaware of potential business opportunities•

Lack of confidence in trade and commercial activities•

Unaware of their own entrepreneurial qualities •

Lack knowledge and skills in business start-up and business management•

Lack of infrastructure and institutional support•

Lack of capital•

Experience socio-cultural barriers to entrepreneurship•

Unaware of technical, managerial, and other consultancy services available•

Job is considered as a strong career opportunity•

Tasks for Designing a Curriculum

Pre - Training Stage

Identification of local business opportunities•

Promotional campaign•

Selection of participants•

Selection of venue•

Partner with local faculty and other guest speakers•

Development of course material•

Preparation of schedule / session plan•

Preparation of feedback (evaluation sheets)•

Acquire required training material•


Training Stage

Self-awareness•

Strengthen and develop motivation and competencies required to be a successful entrepreneur•

Facilitate participants to make important decisions concerning •

Selection of business opportunity ˏ

Size of investment ˏ

Estimation of cost ˏ

Selection of location ˏ

Forms of enterprises ˏ

Assess feasibility of business selected ˏ

Prepare business plans ˏ

Prepare start-up action plan ˏ

Prepare them to identify and mobilize necessary resources and facilities•

Strengthen managerial capabilities to manage and run their enterprises successfully•

Post - Training Stage

Follow-up to assess progress•

Problem solving•

Motivating / reinforcing•

How to Determine learning goals

Interpreting training objectives

Training objectives are derived from a training needs assessment study.•

To produce a realistic and comprehensive set of training objectives, the following factors need to be considered • in order to interpret learning needs.

recognize limitations and potentials of training

All learning goals cannot be met by training•

Major learning needs may not be met by a simple training and, therefore, major needs should be broken down • into smaller objectives.

Background of learners

The targeted learning depends on learner’s competence, attitude, and interest•

Learners’ ability to attend training •

Example:

Rural people cannot attend a longer session•

Some participants are weak in numbers and might face difficulty understanding sessions on accounting•

limited resources

Resources like funds, time, facilities, and training programs may limit in achieving learning goals. Their limitations may determine the duration of training, size of participants, venue, and availability of desirable facilities including facilitators.

40 SECTION I

Components of learning goals

Terminal behavior statement

A readily observable behavior after training; for example:

• To learn to type a paragraph•

• To learn to prepare a business plan•

Behavioral learning goals should be expressed by using action verbs rather than abstracts.

Action verbs Abstract

To identify to know

To write to understand

To demonstrate to be familiar

To explain to perceive

To assess to be aware of

To analyze to think about

To solve

To select

To define

Statement of standards

Learning goals should also include standard performance expected from trainees for each terminal behavior. For ex-ample:

To learn to type a five (5) line paragraph without errors in two minutes•

To learn to prepare a business plan which would be accepted by a banker for credit or business plan •

The conditions

Under statement of standards, trainees’ learning is described as to what and how trainees will excel to perform.

The statement of learning goals should also include under what conditions he should perform. For example:

To type a five line paragraph in two minutes without any errors on an electric typewriter•

To prepare a business plan for micro or small business which is acceptable by a banker for credit•

Program goals

Program goals are usually stated in general terms so that participants are quickly informed about the nature of the Program and Program requirement.

Example:

Gain an understanding•

Become aware of•

Develop an appreciation of•

Program goals could be classified as:


Major goals / objectives•

Specific goal / objective•

Performance goals

These are the learning goals for the participants. These should be stated to explain how and what learners will be able to perform.

Example:

To be able to arrange necessary credit to start their own micro businesses•

sessIons 7-8: seleCTIng TraInIng MeThods s

What will you do?

You will learn different types of training inputs and determine your learning session for each topic or needs of • trainees

You will assess and select the appropriate training methods for different training inputs and learning goals•

You will learn different training methods to deliver your training inputs to impart learning or change in partici-• pants’ behavior

You will determine the sequence of each topic of your training sessions•

You will learn how a session plan is prepared •

You will determine what training aids will be used to impart learning•

Determining Training Inputs

Training inputs and methods are directly determined by learning goals. In addition, there are several factors that need to be taken into account.

To determine training inputs, the following factors need to be taken into account.

level of the learners

Understanding of the learners determines the depth and extent of particular inputs.

Strategy of training

The training may adopt specific training strategies. These include:

Skills development training•

Awareness•

Behavior change•

Size and homogeneity of participants

The number of participants and homogeneity of the participants’ background determine the nature and types of inputs including their depth.

Training inputs

42 SECTION I

All the possible training inputs (each topic) should be listed and arranged in a few categories.

Each input should be characterized as follows:

Information inputs•

Behavioral inputs•

Technical inputs•

Functional inputs•

Conceptual inputs •

Sequencing training inputs

Having identified different training inputs, the sequence or flow of the inputs needs to be established.

Approaches to sequencing

Self to society•

Self - group - place - community ˏ

Self to task•

Self - task - skills - performance ˏ

Familiar to unfamiliar•

Easy to difficult•

Logical steps involving:•

Awareness generation ˏ

Behavior change ˏ

Skills development ˏ

Improving performance on the task ˏ

Training methods

approach

The best training programs are based on the method to get people to step back and take a look at themselves and their own reality objectively, allows participants to reflect on who they are, what they want to do, how they do, how and why they are willing to do better, and what they do or wish to do.

The best training materials come from trainees themselves:

Their aspiration•

Their attitude and behavior•

Opinion / view they hold•

Problems / issues they encounter•

Approaches / methods they use to solve their problems•

Perception of their own roles and relations•

Goals they set and obstacles they find•


lecture

It is used for presenting material in a direct and logical manner or present views on a subject. This method is one sided and participants receive the inputs passively when the speaker is not an effective speaker.

Discussion method

The trainers allow participants to ask questions on the subject based on their area of difficulties, dissatisfaction, curios-ity, and interest.

The trainer then responds to these questions.

Panel discussion

A group of 4-6 persons with a specialized knowledge on the subject hold an orderly conversation on a given topic.

Brain storming

It is used to generate ideas on a burning issue or a problem.

Demonstration

It is a presentation that shows how to perform an act or to use a procedure.

Small group discussion

Participants are divided into small groups of 4-5 individuals. They share their opinion, ideas, and experience on a topic or solve a problem given to them. They then make a presentation to the whole group.

Case method

A case is a detailed account or narrative description of a problem situation that may be presented for analysis by par-ticipants. It can be done orally, in written form, on a film or in these combinations.

It is considered helpful to get more real life into training programs and develop wider perspective among trainees about the problem or situation.

Experiential learning methods

This method of learning proceeds through unfreezing to changing to refreezing.

This method uses experiences of the learning process. The following steps are followed.

Experiencing•

Participants are engaged in some activity or game. Participants are allowed to become aware of their own behav-ior as individual, dyads, trials or as group.

Publishing•

Participants, based on the activity, generate data on their behavior and experience, which they share. This can be done by asking questions, discussing, and probing the participants.

Processing•

The trainer analyzes commonly shared data and experiences of the participants systematically. Participants are encour-aged to examine dynamics that take place and learn from it. If data is left unprocessed, it could distract participants.

Generalization•

Participants generalize their experiences from their learning to the real world outside. At this stage, principles are

44 SECTION I

abstracted from their experiences for future ‘outside’ application.

Applying•

Participants identify situations in their own life and provide the framework as to how they are going to apply the learning from the exercise.

The following methods / activities are used as part of experiential learning:

Role-playing• which is the acting of a role or situation with a view to study the behavior involved more objec-tively.

Structured games • simulate a real life situation and all participants experience their responses.

Participatory method of learning

This method is based on learning by doing: participants are engaged in actual tasks to perform so that they can identify their performance, analyze their strengths / weaknesses, and improve upon this.

The following methods are used:

Small group work•

A group is assigned a work to perform and present to the class.

Individual assignment (project work)•

Project work is given to participants as a part of the training. They report the result which is carefully examined by the trainer and concrete feedback is given to each participant.

Practice session•

Participants are provided with the opportunity to practice certain skills learned by them so that they develop con-fidence in applying their learning to their work situation.

Apprenticeship•

A short or long duration training in an actual work setting in business enterprises.

Field visits / field work•

Participants are sent to actual work settings or market where they are allowed to observe and collect necessary information for analysis.

Training aids

Overhead projector•

Film•

Flip chart•

Black board / chalk•

Video camera / TV•

Audio aid•

Public address system•


Selecting Training method

Information input Lecture

Audio-visual aids

Workshop / seminars

Awareness Small group discussion

Experiential learning, role-plays, simulation

Case studies

Skill building Practice

Demonstration

Apprenticeship

Project work

Fieldwork

Preparing a session plan

Step 1 Grade training inputs as:

What participants must know?

What participants should know?

What participants could know?

Step 2 Arrange the inputs in a logical order step by step from known to unknown

Step 3 Select necessary resources

Classroom; facilitator

Course material - exercises

Evaluation feedback sheet

Step 4 Select training method

46 SECTION I

Session Plan

Program Title __________________________________________________

Session Title __________________________________________________

Total Time __________________________________________________

Session No. __________________________________________________

Learning Goals __________________________________________________

__________________________________________________

__________________________________________________

Visual Aids __________________________________________________

__________________________________________________

Special action

*Before the session __________________________________________________

*After the session __________________________________________________

*Course material __________________________________________________

__________________________________________________

__________________________________________________


Module 3: TraInIng In fInanCIal lITeraCy

learning goals

To help participants create effective learning exercises for training illiterate people on financial literacy •

To learn the importance of number and financial literacy in business transaction•

To identify dangers and threats to doing business due to poor skills in financial literacy and number among il-• literate and literate people

To explore how to develop creative methods for training in numbers and financial transaction •

To identify challenges of working with people who are weak in numbers and financial transaction on account of • literacy

activities

Participants recall the incidences of interactions with illiterate people and share what went wrong in communicat-• ing with them and how they solved the problem of working with them

Participants develop learning plans and demonstrate teaching for addition, subtraction, and division•

Participants develop learning plans and demonstrate currency recognition and managing the transaction of buying • and selling

Participants develop a learning plan and demonstrate making a family budget with an attitude of saving •

Participants develop a template for record keeping of business transactions such as cash book, budget, sales book, • stock register

materials

Cardboard pieces •

Boxes•

Flip chart papers•

Marker pen sets •

methods and approach

Role play based exercise•

Small group work•

Creative idea generation •

Development and testing of lesson plan in training various skills in financial literacy and numbers•

Working to improve the insight for creating effective methods in teaching financial literacy and numbers•

48 SECTION I

sessIons 9-12: InTroduCTIon To Module In fInanCIal lITeraCy

What will you do?

You will learn what financial illiteracy means•

You will learn the role of numbers in our life – keeping money and materials •

You list a few day to day activities of people involving numbers•

You will list the activities in a business which involve numbers•

You will learn the possible mistakes that people who are financially illiterate commit in day to day life as well as • in business

You will explain certain computations – adding, subtracting, division, and multiplication•

You will save money while making a family budget •

Exercise Sheet 1

Small group WorkTime: 30 Minutes

Literacy vs. Financial Literacy

You will recall your experience of dealing with illiterate persons in your group•

List the challenges in dealing with them (all group)•

List what challenges illiterate (financial) people face in their day to day life•

(Group 1)

List the challenges illiterate (financial) people face while conducting a business•

(Group 2)

List challenges you face in communicating on numbers and currency exchanges during purchases and • sale with illiterate people

(Group 3)

List what challenges you face in communicating on keeping record of transactions members in busi-• ness and cooperatives


Exercise Sheet 2

Exercise Sheet 3

Exercise Sheet 3


How to help financially illiterate people to overcome the challenges

Use of NumbersGroup 1

How you would go about teaching them:

Addition: 1) 3 + 5 2) 12 + 6

Subtraction: 1) 5 – 3 2) 12 – 6

Division 1) 10 / 2 2) 20 / 5

Multiplication: 1) 2 * 2 2) 5 * 5


Use of Currency Group 2

How you would go about teaching them to deal with currency:

How to recognize currency notes•

How to add two currency notes•



How you would go about teaching them to deal with currency:

How to put together the currency notes for payment of 15 SSP•

How to know how much is to be received if paid 25 SSP note for a payment of 15 SSP•

50 SECTION I

Exercise Sheet 5



How to go about teaching them to keep records of transactions:

How to record if I have 10 bottles of milk with me•

I sold 5 bottles of milk•

How to record if I had 100 SSP and spent 40 SSP •

You have 15 minutes to complete the above task and present your findings.

sessIons 13-15: deMonsTraTIon of exerCIse for fInanCIal lITeraCy

What will you do?

First Demo on buying and selling:•

You will learn how to help ex-combatants recognize the currency notes of different denominators ˏ

You will learn how to make them count currency and give and receive money ˏ

You will learn how to help compute cost of products bought and sold ˏ

You will identify the method of computing the balance after each transaction ˏ

You will identify the method of teaching them to add, subtract, divide, and multiply during transactions ˏ

Second Demo on financial planning and budgeting:•

You will learn how to identify uses of money – consumption, saving, and investment ˏ

You will help them visualize as to how their current priorities lead to an unhappy family situation ˏ

You will learn to help participants change their priorities leading happy family situation with savings ˏ

You will help set up financial goals in a household ˏ

You will assist in preparing financial planning or budgeting ˏ

You will share ideas on how to keep money safe – in hand, in banks, in businesses, saving, and reinvesting ˏ

Third demo on how to manage money: saving of money and its uses •

You will learn what is saving and why it is important ˏ

You will learn how people can save by changing their priorities ˏ

You will help them know how to keep money safe ˏ

You will help them with learning benefits of saving as well as uses of saving ˏ


Exercise Sheet 6

Task of Buying and SellingTime: 20 Minutes

Trainers form 4 groups of 4 participants 2 groups will be buyers and other 2 will be sellersEach group will choose the role as per the aboveDistribute currency notes adding up to 460 SSP to buyers and sellersAlso distribute 5 cards with pictures of products with price tags

Sellers’ Group: Cardboard of Products as per their technical skillsCarpentry: - Chair, Table, money box, tools, cup board Vegetables: - Tomatoes, Okra, Potatoes, Fish, Beans, Onions Beverages: - Soda, cooking oil, biscuits, juice, water Automobile: - Engine oil, Servicing, Filter, Pressure, wheel puncture repairing Plumbing: Repairing basins, water line fixing, tape repairing

Buyers Groups:Currency notes amounting 460 SSP of different denominator as follows:Currency notes of 1 * 15Currency Notes of 5* 4Currency notes of 10* 5Currency notes of 25 * 3Currency notes of 50 * 2Currency notes of 100 * 2

Buyers would count the money received and confirm

round 1:

The buyers’ group to buy the products in multiples of 2 or 4 of a product, pay the money, and receive the bal-• ance

round 2:

Buyers and sellers will switch•

Practice for addition, subtraction, multiplication and division

Instructions:

Participant to work in the same group and carry out the following practice exercises.•

Ascertain the confidence level of the participants and then stop.•

52 SECTION I

Exercises 7 (Practice)

Practice for addition, Subtraction, multiplication, and DivisionTime: 20 minutes

Each group will be given 460 SSP (Photocopied Money) including all the Notes i.e. 100, 50, 25, 10, 5 and 5 of 1

Exercises:

If you buy 5 packets of biscuits each at 2 SSP and you have a 25 SSP note. How much will be the bal-ance?

Now you are selling a packet of matchbox at 17 SSP. The buyer has bought three and given you a note of 50 SSP. What will be the balance?

You have bought 6 mangoes at 9 SSP. How much is the price for each mango?

If you bought 10 basins of beans at 900 SSP and you sold each at 100 SSP. How much will you get as a Gross profit for each basin?

If you went to the market with 100 SSP, bought 2 kgs of maize flour at 20 SSP, then bought 3 pieces of fish each at 10 SSP, and tomatoes at 5 SSP. How much will be the balance?

You sold two chairs each at 35 and the buyer has given a note of 100 SSP. How much will be the bal-ance?

You have been paid your salary of 500 SSP and you have spent 369 SSP. How much will be the balance?

You have been given 336 SSP to distribute among 6 people. How much will each get?

You have bought tomatoes for 30 SSP, onions for 25 SSP, and airtime for 2 SSP. How much will you have spent?

How much will you have to spend if you buy 11 bunches of banana at 13 SSP each?


Exercise 8: financial Planning and Budgeting

family role PlayTime: 20 Minutes

Participants are going to participate in a family role play • Participants read the brief as given in the Worksheet• Participants will form into 7 groups of 5 people in each group• The group will consist of the following family members:•

Father as the head of the family ˏMother – housewife ˏSon – 5 year old going to school ˏDaughter – 12 years; in secondary school ˏGrand Mother - who is not keeping well ˏRelative who is not working ˏ

Distribution of Cardboard pieces of needs of each members which they may like to share in the family • meeting with their price tags Members are free to increase or reduce their needs as per their personal priorities. Accordingly, they • demand more pieces of their needs with price tag from the trainer during the course of the meeting. The currency of 460 SSP as father’s monthly salary•

round 1

Each group to start the family meeting and come up with family requirements and priority set with the items to be bought for the month.

They will add up the total cost of all items to find out how much they spend and save.

round 2

All groups must try to make a budget which lead to healthy and happy family situation with savings of at least 200 SSP for future contingencies.

Exercise 9: Saving and uses of Savings

Saving and uses of SavingsTIME: 20 Minutes

Continue the discussion on the exercise of family financial and budgeting in which participants created • a budget with savings of 200 SSPParticipants work on the following exercise as a part of demo:•

Share with each other how they came up with the saving of SSP 200 per month in the family ˏfinancial planning Identify different needs for saving money in the family ˏDiscuss different uses of money saved ˏIdentify different ways of keeping the saved money ˏ

54 SECTION I

Exercise 10: Saving and uses of Savings

Saving and uses of SavingsTIME: 20 Minutes

Brief for the Participants in-group:

Share with each other how did we come up with the saving of SSP 200 per month in the family finan-• cial planning

Identify different needs for saving money in the family•

Discuss different uses of money saved •

Identify different ways of keeping the saved money safe •

Participants would share their findings on the following:

Ways of saving money•

Reasons for saving •

Uses of savings•

Keeping money safe•

Note on Savings

Why should we save?

Providing for future needs•

To meet a specific need•

Store value or surplus•

Legal requirement•

When should we save?

When we want to grow economically for investment•

When we expect a future need•

When we are forced•

What are the various forms of savings?

Cash and bank deposits•

Assets e.g. houses, animals, forests, etc.•

Land – (traditional form of investment)•

Ornaments valuable stones, art works, etc.•

Buying shares in companies•

Investing in Business•

Buying currencies or land •

Who should save?

Everyone interested in growing and expanding•


Poor – to accumulate resources and break out of the vicious circle of poverty•

Rich – to expand their riches•

Nations – to finance growth of public asses•

Uses of savings

To invest in businesses•

To meet urgent or future needs•

To lend to others for interest•

Template for financial Budget

Daily Budget

Weekly Budget

SN Item description (picture) Quantity rate Cost / Price in SSP

Total Expenses

Total Income

Total Saving

monthly Budget


Total Expenses

Total Income

Total Saving


Total Expenses

Total Income

Total Saving

56 SECTION I

learning goals

To learn the concept of entrepreneurship and business skills•

To explore the motivation to start a business and the process of decision making •

To list the qualities of an entrepreneur and skills that are required for creating successful and growing busi-• nesses

activities

Participants carry out a small group work based on who they consider to be an entrepreneur and business person •

Recall the names of entrepreneurs and business people as an illustration and share qualities and skills in doing • business

Discuss how these qualities and skills are developed through training among illiterate target groups •


Small group work•

Experience sharing•

Simulation Exercise •

sessIons 16-18: enTrePreneurshIP, MICro- and sMall busInesses

What will you do?

You will explore and learn the concept of Micro and Small Business Enterprises and Entrepreneurship•

You will identify different examples of micro- small businesses in South Sudan •

You will listen to the experience of two owners of micro-small businesses from starting to managing businesses • and challenges faced by them

You will also list qualities of successful business persons as well cooperatives •

Module 4: TraInIng In enTrePreneurshIP and busIness

develoPMenT In CooPeraTIves


Exercise Sheet 1

Time: 20 minutes

Carry out the following tasks in your group:

Group 1

Write down different kinds of economic and social activities that are going on in your area.•

List who are the players and their characteristics.•

Group 2

What criteria you use to classify businesses on the basis of size? •

What are the advantages and challenges of different sizes of enterprises - micro, small, medium, and • large?

Group 3

How do you classify business on the basis of nature of activities? •

What are the advantages and challenges for different types of business activities: growing, processing • & manufacturing, service, and trading?

Group 4:

What are the steps required to start a micro and small business?•

List the skills and resources needed to start micro-small businesses. •

Group 5

List the challenges illiterate people face in the business.•

What would you like to do to support them in starting and managing their businesses successfully? •

58 SECTION I

Notes

Experience Sharing

Time: 30 minutes

Participants are going to meet two business people. One of them is an individual entrepreneur and another runs a cooperative.

They will talk to you on the following:

Why they chose to set up the business•

What their business is•

What benefits they perceive by being in business•

What they see as the benefits of being in cooperatives to run a business•

What is the nature of job they perform•

What challenge they face•

What problems and issues they experience•

What potential business opportunities they perceive•

Participants ask questions to clarify any doubts that you may have about business or qualities of entrepre-neurs.

Advantage

Self - employment• Very little investment• Minimum technical skills required• No infrastructure facilities required• No formal accounting and application of • taxationVery little education is required• Employment generation• Simple technology• Small capital• Cheap labor• Can develop backward linkages• Can stimulate service sector• Possible export promotion• Self-reliant• Minimum infrastructure facilities •

Disadvantage

Very little income• Low standard of quality• Less scope of expansion• Many unknown competitors• Lack of professional management• Low level technology• High cost of production• Dependent on raw materials• Less influence on the environment• Poor networking•

Small Business

Exercise Sheet 2: Concept of Entrepreneurship and Business


Exercise Sheet 3

Based on the presentation by entrepreneurs, discuss in your groupTime: 15 Minutes

What qualities did they possess?•

What tasks and challenges did they take?•

What benefits do they enjoy?•

What benefits do they perceive of being in business?•

What problems and issues did they experience?•

What potential business opportunities did they perceive?•

ENTREPRENEUR is a person who

Identifies or perceives new business opportunities in the environment;•

Analyzes how his proposed goods / services could best meet the unsatisfied market need;•

Calculates risks vs. rewards and probability of starting new ventures;•

Sets-up a business enterprise or corporate vehicle to carry out the business;•

Mobilizes the necessary resources (money, materials, machinery, labor management, technology etc.) to imple-• ment projects; and

Manages and converts these resources into goods / services for sale to customers / users for profit. •

Characteristics of Entrepreneurs

Self - confidence•

Goal setting•

Moderate risk - taking•

Scan environment•

Feedback seeking•

Internal locus of control•

Tolerance for ambiguity•

Concern for excellence / perfection•

Long term involvement / going concern•

60 SECTION I

learning goals

To identify different steps required for starting a business and a cooperative •

To understand the concept of cooperatives and emerging opportunities in business and local development •

To learn the different business opportunities relevant to each vocational skills developed at Mapel TF•

Introduce the concept of a cooperative as one of the major potential templates useful for ex-combatants •

activities

Participants visit the market area to observe the operations of business enterprises in order to get exposed to how • people select their business, location, customers, and what activities they conduct as well as the challenges they experience

Participants experience the impact of cooperatives and list its benefits •


Small group work•

Experience sharing•

Simulation Exercise •

Visit to market •

sessIon 19: deCIsIon and sTePs for sTarTIng a busIness

What will you do?

You will visit a market to learn about opportunities •

You will analyze your experience in terms of challenges of micro enterprises •

You will conduct a SWOT analysis for starting and managing a business •

You will analyze the feasibility and viability to start a business •

You will determine what you need to do to develop capacities and resources to be in business •

You will find out how to counsel ex-combatants to take the decision to start a business – They may have several • questions

Module 5: sTePs In sTarTIng a busIness and CooPeraTIves


Exercise 1

market VisitTime: 3 Hours

Tasks During The Market Visit

Participants will visit the market areas where most illiterate people are running their businesses and • also the areas where cooperatives are being run

Participants go around market areas to find out what types of businesses are going on in the market • area

They select one or two businesses based on their interests and observe closely how the business per-• sons conduct their business

They will identify different types of businesses and identify technical skills needed to start and manage • these businesses

They should also observe what resources the same business is using to make money•

They should talk to business people to know how their businesses are doing. Are they happy with what • they are doing?

They can find out who their customers are and what customers buy from them •

They find out whether their customers are happy or not and what the reasons are•

They should also talk to customers to find out whether they are happy or unhappy in the market with • what they buy and why

Based on the market visit, participants share their learningTime: 1 hour

What kind of businesses did you see?•

Why did they start these businesses? •

Why did they select the business that they are running? •

What steps did they take to start their business?•

How were these businesses doing? Good or bad? Why?•

How did they select the business location?•

How do they manage their workplace?•

How do they deal with customers?•

What mistakes do they make?•

Exercise 2

62 SECTION I

Notes

motivation

You are your own boss•

Respect in the community•

Improved income •

Improved living standards•

Family occupation and security•

Personal Challenges

Work for long hours•

Need capital•

Keep customers happy •

Skills and resources in business

Technical skills to make products•

Energy to work long hours•

Small capital •

Support of Government •

Support of the community •

SWOTTime: 15 Minutes

Group 1:

If you were to start your own business, what are the possible strengths and weaknesses that you perceive and what are the opportunities and threats in the business you may face?

Group 2:

You know ex-combatants – conduct a SWOT for the ex-combatant group considering that they have ac-quired vocation skills.

Group 3:

List the possible questions that your group may have on deciding whether to start their own business.

Group 4:

List the possible questions ex-combatants may have on deciding whether to start their own business.

Exercise 3


Exercise 4: Steps in starting a business

Time: 15 Minutes

Group 1: List the steps that are required to start a business which involve services and trading (individual, Partner-ship)

Group 2: List the steps required to start a processing or manufacturing business (Individual, Partnership)

Group 3: List the steps that are required to start a business which involves growing crops (Individual, Partnership)

Group 4: List the steps for starting a cooperative

Notes

Identify new and potential business opportunities•

Select business opportunities suitable to your background and feasible in your market area•

Assess the selected business opportunities•

Prepare a business plan•

Mobilize necessary resources•

Complete all legal formalities•

Acquire land / building, equipment, raw-materials, skilled / unskilled manpower•

Prepare marketing plan•

Launch enterprise•

Manage all functions of the enterprise•

sessIons 20-23: busIness oPPorTunITIes’ seleCTIon and guIdanCe

What will you do?

You will list 8 vocation skills developed at Mapel •

You will also list possible opportunities for business in the areas of each vocation skills •

You will learn how to assist ex-combatants select right opportunities relevant to the local market •

You will also help them decide what form of business they could select in order to succeed •

You will learn the concept of cooperatives and how to instil the spirit of cooperatives towards building a busi-• ness

You will learn different templates of business opportunities in cooperatives for business as well as for local area • development

You will know how to assist ex-combatants in selecting business opportunities •

64 SECTION I

Exercise 5

Participants to identify different opportunities using the following technical skills in the four regions of the country:

groups WarraP laKES STaTE NOrTHErN BaHr El gHaZal

WESTErN BaHr Er gHaZal STaTE

group 1: Agriculture and Crop growing

group 2: Furniture making and Carpentry

group 3: Masonry

group 4: Auto Mechanic

group 5: Plumbing

group 6: Electrical

group 7: Animal Husbandry

group 8: Wielding

These opportunities could involve the following four types of activities:

Growing •

Trading Business•

Processing or manufacturing •

Service Business •

Exercise Sheet 6: forms of Business Enterprises

Time: 15 Minutes

Group 1: List advantages and disadvantages of individual based enterprises (sole Proprietary)

Group 2: List advantages and disadvantages of partnership based enterprises

Group 3: List advantages and disadvantages of private and public limited enterprises

Group 4: List the advantages and disadvantages cooperatives and associations


Introduction to THE Concept of Cooperatives as a Business Opportunity

Simulation game: Stick Exercise

Participants are given a few thin sticks and are asked to break them•

Participants are asked to assemble 5 to 6 thin sticks and asked to bread them •

Participants are asked to share their experiences •

Exercise Sheet 7

Time: 10 Minutes

Participants to visualize and list symbolic representation of a single stick•

Participants to visualize and list symbolic representation of a combined set of sticks •

Participants to reflect on building the spirit of cooperatives among ex-combatants and communities •

Notes on Cooperatives

More capital•

More resources•

More income •

Less risky business •

More skilled people•

Team working •

Sacrifice individuals interests for group•

Concern for well-being of society•

Opportunities in Cooperatives

Consumer or Purchasing- buying and then selling goods to members at competitive rates•

Marketing - marketing and distributing members’ produce and products•

Service- providing services to members such as health care, telecommunications, electricity, housing, and child-• care

Financial- credit and capital as when needed •

Craft cooperatives- Some people who are making products at home may like to become a member of a coopera-• tive to purchase raw materials at cheaper prices or to design and order marketing of their products

Agriculture cooperatives- marketing of agricultural produce and supply of implements and other requisites for • agriculture production

66 SECTION I

Time: 25 Minutes

Participants discuss what products they can make using their skills and also state who will benefits • from these products in their community

Participants discuss what services they can offer using their skills and who will benefit from their • services in their community

Participants discuss what products they can buy and sell which are related to their skills and who • would buy them and why

Exercise Sheet 8: Selection of Business Opportunities

Counseling on Selection of Business Opportunities

It should be relevant to one’s skills•

It should be based on market demands•

It should be possible with one’s resources •

It should meet the needs of the people•

It should help solve the problems of community •


learning goals

Business Skills:

To identify key processes and transactions in a business •

To identify differences between working cooperatives and individual/partnership business enterprises •

To identify critical skill sets for different business transactions •

To learn how to set business goals•

To learn how to assess capacity of the business to deliver services to consumers•

To set quality standards and compete with other businesses •

To keep records of business transactions and learn to improve the decision making and actions•

To draw lessons on how to conduct simulation games to enhance business skills •

Behavioral Skills Development for Cooperatives:

To identify behavioral qualities in entrepreneurship and cooperative •

To help ex-combatants deal with the dynamic of society and community •

To learn the importance of goal setting, team work, and positive thinking in entrepreneurship•

To develop learning exercises that can help develop positive thinking and goals setting behavior •

To learn the critical qualities that keep cooperatives strong •

Activities

Participants recall the experience sharing by a cooperative entrepreneur and identify some key qualities •

Participants list the challenges for ex-combatants in dealing with society and community•

Participants explore the learning methods to develop requisite behavioral qualities •

Participants volunteer to participate in the games through different role plays•

They are assisted in sharing their experiences on what factors helped and affected their performances •

They relate their performance with some key behavioral qualities •

Participants demonstrate how these qualities help in cooperative businesses succeeding•

Participants participate as potential entrepreneurs in different simulation games/exercise that lead to develop • requisite business skills and behavioral qualities

Participants learn how to conduct these games/exercise •

materials

Boat Game papers – 4 Colors•

Samples of boats (product A and B)•

Currency Notes to be distributed as initial capital•

Module 6: busIness and behavIoral skIlls In CooPeraTIve and enTrePreneurshIP

68 SECTION I

24 wooden blocks•

2 sets of 10 broken pieces of a square •

Cardboard papers with price tags of raw materials and products to be sold •

Flip chart papers •

Formats for keeping records of business transactions •


Small group work •

Analyze the experience of cooperative entrepreneurs •

Simulation exercise: Experiential learning based simulation and role plays•

Demonstration of exercises •

Discussion on how to conduct these exercises•

Sessions 24-28: Business Skills Development for Conducting a Business

What will you do?

You will identify the process of setting up a cooperative business•

You will learn how to set business goals•

You will assess technical and production capacity in business•

You will identify the different methods of making products •

You will learn the process of making quality products•

You will learn to cope up with stress and pressure in performing a job with deadlines •

You will learn how to improve technical skills•

You will learn the process of purchasing and selling •

You will compute cost and determine prices•

You will compute profit and loss•

You will analyze the reasons for profit and loss•

You will estimate targets and reset business goals •

You will learn how to improve efficiency for better profit through good production and sale•

You will learn dynamics of competition and prepare strategies for competition •

You will know how to keep records of business transaction and diagnose the problems of business •


Business game for Cooperatives group

Business gameTime: 4 hours

Role

You are going to form a Cooperative Society. Your Society would consist of 10 members. Each member in the Society is going to play their respective roles; you may assign these roles after a discussion in your group. However, before you proceed, you will elect your Chairperson. You will also constitute a board with four members for taking key decisions. For conducting the business during the exercise, you may like to assign the role as per the skills of each member for producing high quality products for selling in the market. As a cooperative, you perform all the jobs including purchasing, production, selling, writing accounts, and so on.

Task

Your Society is in the business of making products. You manufacture two types of boats: They are known as Simple Boats and Knife Boats. You will be given the technology to manufacture these boats free of cost. You will manufacture these boats as per targets that you set as per your capacity. You will have only 10 minutes to manufacture boats as per your targets. You will be given the quality specification. After hav-ing manufactured these boats, you will approach the buyer (single firm) to sell your products/boats. Only those products, which meet the buyer’s quality standard, will be bought. You will then work out your profit and loss in the given worksheet. This exercise will be carried out in two rounds. Only those boats will be bought which satisfy the buyer’s need for quality. Rest of the boats not bought will be rejected and will become completely waste material for you.

Raw materials for manufacturing products will be supplied by the SS Cooperative Store. The price of the raw material is fixed. Raw-material quality is standard and all the manufacturers are supposed to buy only from the SS Cooperative Store.

Your buyer is known as ‘Marin Cooperatives.’ The representative of this cooperative will approach you to buy your products. The selling price of each product is fixed. The ‘Marin Cooperatives’ would be willing to buy your product if it is manufactured as per the quality standards. You will borrow SSP 500 to run the business from your SS Bank.

Information Participant take a not the information about their products

Simple Boat Knife Boat

Average time for making

Each boat is (in seconds) 50 60

Raw-material cost (in SSP) 10 10

Selling price (in SSP) 15 20

70 SECTION I

Information Participant take a not the information about their products


Average time for making

Each boat is (in seconds) 50 60



Work assigned In The Possessing Of making Products

Participants to write names of the members who will be involved at different stages of making products. The work can be assigned to more than one person for the fold in making boats.


Fold 1 __________________ ________________

Fold 2 __________________ ________________

Fold 3 __________________ ________________

Fold 4 __________________ ________________

Fold 5 __________________ ________________

Fold 6 __________________ ________________

Quality control __________________ ________________


record Keeping ROUND 1 (ON THE FLIP CHART PAPERS FOR EACH COOPERATIVE)


How many boats of both types, would you like to make within 10 minutes (write the number) _______________ ______________

Cost of raw materials _______________ ______________

No. of boats manufactured _______________ ______________

No. of items sold (minus rejected) _______________ ______________

Total sales in SSP _______________ ______________

Profit/Loss (Total Sales) - (Cost of Raw-materials) _______________ ______________

Analyze the reasons for making profit and losses:

record Keeping ROUND 2 (ON THE FLIP CHART PAPERS FOR EACH COOPERATIVE









72 SECTION I

Business gameTime: 4 hours

Role

In this game, you are going to start your enterprise as an individual or in partnership. In case you decide to be an individual business person, you will perform all the roles as a, Owner, Production Manager, Sales Person, Accountant, and Worker.

In case you decide to be a partnership enterprise, you can have 4 partners and you will allocate these roles among your partners.

Task

Your enterprise is in the business of making products. You manufacture two types of boats: They are known as Simple Boats and Knife Boats. You will be given the technology to manufacture these boats free of cost. You will manufacture these boats as per targets that you set as per your capacity. You will have only 10 minutes time to manufacture boats as per your targets. You will be given the quality specification.

After having manufactured these boats, you will approach the buyer (single firm) to sell your products/boats. Only those products which meet the buyer’s quality standard will be bought. You will then work out your profit and loss in the given worksheet. This exercise will be carried out in two rounds. Only those boats will be bought which satisfy the buyer’s need for quality. Rest will be rejected and will become com-pletely waste materials for you.

Raw materials for manufacturing products will be supplied by SS Cooperative Store. The price of the raw material is fixed. Raw-material quality is standard and all the manufacturers are supposed to buy only from SS Cooperative Store.

Your buyer is known as ‘Marin Cooperatives’ who approach you to buy your products. The selling price of each product is fixed. The ‘Marin Cooperatives’ would be willing to buy your product if it is manufactured as per the quality standards. You will borrow SSP 500 to run the business from your SS Bank.

Business Skills Development for Individual and Partnership Enterprises

InformationParticipant take a not the information about their products


Average time for making Each boat is (in seconds) 50 60




Name of your firm _________________________________________________________

Name of Entrepreneurs _________________________________________________________

Role of Entrepreneurs _________________________________________________________










74 SECTION I










sessIon 29-31: behavIoral skIlls In enTrePreneurshIP

What will you do?

You will participate in a role play of a tower production•

You will analyze your experiences in production•

You will find out how you influence other people’s decision •

You identify how people in society influence your expectation and performance•

You will deal with pressures and stress between success and failures•

You will set goals and analyze goals setting behavior •

You learn the methods of building confidence in performing challenging tasks•


Tower Building

Tower Building gameTime: 20 Minutes

Brief for the participants

Three volunteers to play the game•

Each becomes a worker, owner, and supervisor•

The worker is expected to build tower - a single column tower•

Rules

Workers will be blind folded•

Use single but wrong hand to build the tower•

Worker cannot talk while making the tower•

Supervisor and owner are free to do anything except the two:•

They cannot touch the blocks when the tower is being made by the worker ˏ

They cannot touch the worker ˏ

Information

Now three volunteers set the initial estimate (how many blocks needed for the tower to be constructed)

First Round

Estimates Achieved

Owner _________________ _________________

Supervisor _________________ _________________

Worker _________________ _________________

Other Participants also write their estimates of how many blocks are needed for the tower the worker must build. They do not disclose the estimation.

Second Round

Estimates Achieved

Owner _________________ _________________

Supervisor _________________ _________________

Worker _________________ _________________

76 SECTION I

sessIons 32-33: TeaM buIldIng and Management of Cooperatives

What will you do?

You will set group goals or goal setting for cooperatives •

You will play as one of the team members to work in attaining the group goal•

You will observe every member to find out how they participate and what they do to contribute or not contribute •

You will analyze the outcome of the team efforts •

You will give feedback to each other how and why they affect the team performance positively or negatively •

You will identify why some people facilitate while others block the group work•

Broken Square gameTime: 1 Hour

You are going to participate in an exercise

In this exercise, 5 people would be asked to assemble pieces of a broken square (Square means, all the • walls of a room or a box of equal size)

5 people would sit in 2 groups to complete the task assigned•

Others will divide themselves into 2 groups and observe the players •

Task: Goal of the exercise is that each member of the team should have a square of the same size

Rules

No one is allowed to talk, point, or use any other kind of communication among the five people in the • group

Participants may give pieces to other participants but cannot demand or ask for pieces from other • members or take pieces from other members on their own

Participants will not be allowed to simply throw their pieces into the centre for others to take; they • have to give the pieces directly to one individual.

It is permissible for a member to give away all the pieces to his puzzle, even if he has already formed • a square.

Brief to observers

Please make sure that no one breaks the rule of the game•

Please also take note of what they do to make the square•

Who shares the pieces with whom; who starts sharing the pieces first and does he give them to the • person who needs it or is just trying to get rid of the pieces

Who made the square first – what did he do since then?•

Did you ever break the square? If yes – when?•


learning goals

To identify different types of businesses and business transactions•

To identify different types of activities involving finances in different types of businesses•

To identify different cost structures and capital requirements in different types of business activities•

To estimate cost and capital for start-up•

To follow the training methods for teaching illiterate people on how to manage and estimate costs of production • and capital

To learn to compute mark up and margin of products and services •

To calculate the breakeven point to help trainees decide how much to sell for making desired profit •

To prepare a business plan for starting a business•

To initiate participants take key decisions toward starting a business and prepare a business plan•

To follow the different templates of business plans for different types of businesses •

activities

Participants list the different types of business activities related to different types of vocational skills•

Participants list different types of business transactions – nature of production to marketing activities and other • requirements related to determining cost and capital

Participants use simulation techniques to help trainees learn computation of cost, capital as well as mark up and • margin

Participants follow the practice sessions to build the confidence to teach financial transactions•

Participants identify key decisions for starting a business and preparation of a business plan•

Participants comprehend different business plans •

Participants learn how to help ex-combatants in the preparation of a business plan •

materials

Boxes carrying the following labels:•

Fixed Capital ˏ

Working capital ˏ

Fixed cost ˏ

Variable cost ˏ

Direct cost ˏ

Indirect cost ˏ

Cardboard pieces with picture of different resources such as equipment, land and building, different types of con-• sumable inputs such as raw materials, wages, electricity, and transportation

Module 7: busIness Plan and fInanCIal TransaCTIon

In busIness

78 SECTION I

Local Currency in SSP ˏ

Cardboard pieces of various cost, equipment for different businesses ˏ

Preliminary business plan template ˏ

Final Business plan template ˏ


Small group work•

Demonstration and presentation•

Individual assignments•

Counselling session •

sessIon 34: fInanCIal TransaCTIon In dIfferenT TyPes of busInesses

What will you do?

You will list different specific business activities pertaining to different vocational skills as done in earlier ses-• sions

You will list possible resources needed to start different businesses as well as other inputs required to start and • run a business

You will identify and recognize different types of costs in different businesses and classify them into variable and • fixed cost and also as direct and indirect costs

You will identify and recognize different types of capital and classify them into fixed capital and working capi-• tal

To recognize items of direct and indirect cost •

To learn how to compute the selling price with mark up and margin •


Exercise 1

Business and resources In Starting and managing an EnterpriseTime: 1 Hour

List at least 3 businesses under each cell in your respective groups (5 minutes)

Each group would select 3-4 business activities under each of the different types of businesses – grow-• ing, trading, processing, and manufacturing services (5 minutes)

Now discuss in groups and list different resources required for each of the businesses– technical, • managerial, human, land, building, skills (15 minutes)- to start and run each of these businesses

Now list the different business operations and activities needed to start and run each of these busi-• ness

Now list different types of cost for each type of resource and operation•

groups growing Trading Business Processing or manufacturing Service Business

Group 1: Agriculture and Crop growing

Group 2: Furniture making and Carpentry

Group 3: Masonry

Group 4: Auto Mechanic

Group 5: Plumbing

Group 6: Electrical

Group 7: Animal Husbandry

Group 8: Wielding

sessIons 35-36: esTIMaTIng CaPITal and CosT

What will you do?

You will learn what is fixed capital and working capital•

You work in your group to estimate the requirement for capital – fixed capital and working capital for the business • that your group was working on in the previous session

You will find out different types of cost•

Your will estimates different costs for the business that your group was working on in the previous session•

80 SECTION I

Estimate Capital

To start and run a business, no matter how small it is, the business requires an entrepreneur to invest capital. It is im-portant to estimate the total requirement of the capital before determining financial feasibility.

There are two types of capital required in a business:

Fixed capital, and•

Working capital•

fixed Capital

Fixed Capital is an initial investment in a business to acquire fixed assets. It provides the skeleton and the blood ves-sels. Fixed assets include the following items:

Business premises and land• Machinery• Tools• Furniture and fixtures•

This fixed capital can be estimated based on the total cost of fixed assets.

Working (operating) Capital

Working capital is required to run your business on a day-to-day basis and also to acquire current assets. The current assets are the blood to give life, vigour, and growth to a company. These include:

Raw materials• Wages• Salaries• Electricity• Administrative expenses• Stores and consumables• Credit Sales (debtors)• Interest•

The working capital is estimated on the time taken by cash for making various payments to convert it back to cash.

Example: Period Amount (SSP)

1. Raw materials/stock 1 month 502. Work in progress 2 weeks 303. Finished goods 1 week 604. Accounts receivable 1 month 805. Wages paid 1 month 206. Postage, telephone and electricity 1 month 107. Interest on capital 1 month 10 260 =====

Working / operating capital required is SSP 260


Notes

Importance of Costing

Costing is a method of finding out how much each product and service cost you.•

It helps you determine prices of products.•

It helps you know how much profit / loss your business is making.•

It helps you know which items cost too much so that you can explore the possibilities of reducing costs.•

Types of Cost

There are two types of costs:

Direct Costs•

Indirect Costs•

These costs can be further classified into two types:

Fixed costs•

Variable costs•

Direct Cost

It includes all those costs which are directly connected with the production of products and services. It includes the following:

Cost of raw materials•

Cost of labor (wages)•

Other cost which are specifically connected with the manufacturing of products/services•

Indirect Costs

It includes all those costs which can be directly identified with running a business but not directly related to the pro-duction of products and services. It includes the following:

Maintenance•

Power and electricity•

Salaries to office personnel•

Stationery, postage, and telephones•

Interest on loan•

fixed Costs

These are costs which do not change with the production volume. In other words, these costs have to be incurred even if no production is taking place.

Example:

These costs arise as a result of capacity creation.

Rent of the building•

Salaries of personnel staff•

Depreciation charges•

82 SECTION I

Property tax•

Insurance•

Interest on capital•

Variable Costs

The costs which increase or decrease directly in relation to the increase or decrease in the volume of production.

Example:

Raw materials•

Wages based on piece rate method•

Electricity•

Cost of packaging•

Costing

Example:

The cost of manufacturing 16 wooded cupboards is as follows:•

Wages SSP 32,000•

Timber SSP 160,000•

Transport cost for 16 cupboards SSP 16,000•

Costing of one cupboard is as follows:

Direct cost

Wages 32,000 / 16 = 2,000•

Timber 160,000 / 16 = 10,000•

Indirect cost

Transport 16,000 / 16 = 1,000•

Total Cost 13,000

Prices of products/services

Pricing is the monetary value of a product or services that you charge to cover your total costs (direct and indirect costs) and profit that you desire on each unit of product or service.

mark-up

When you add a certain percentage of profit desired by you it is called mark-up.

Mark-up: If you desire to mark-up on the cost of a wooden cupboard by 20%.

Your cost SSP 13,000

Markup (20% of 13,000) SSP 2,600

Selling price SSP 15,600


Your selling price SSP 15,600

Cost SSP 13,000

Profit SSP 2,600

Margin

Margin is the profit on selling price which is expressed in percentage.

Margin = Profit / Selling price x 100

= 2,600 / 15,600 x 100 = 16.20

Margin, therefore, is 16.2%

Break-even Point (BEP)

BEP helps you determine the level of operation where your business makes no profit or loss. This helps you find out whether you will meet the desired level of profits. It, therefore, plays an important role in determining the selling price and the level of production or sales that will be required for a desired level of profit to be made.

Calculations

Step 1 Determine all possible costs a business is likely to incur. For this purpose develop estimates of sales rev-enue, cost of goods sold, and expenses.

Step 2 Categorize all these costs into fixed costs and variable costs.

Step 3 Calculate the ratio of variable expenses to net sales.

Step 4 Divide the fixed cost by the ratio of variable cost to net sales (as calculated in Step 3).

Example:

Step 1: Break-even point for a Table manufacturing company

Selling prices of a Table: SSP 500 Fixed cost: SSP 15,000 Variable cost per table: SSP 300

Step 2: When you sell one table it contributes toward meeting the fixed cost Selling Prices - Variable cost = Contribution to the fixed cost 500 - 300 = 200

Step 3: How many tables are needed to pay for the entire fixed cost? Fixed cost / Contribution = not a profit and not a loss 15000 / 200 = 75 tables

Verify:

Total cost of 75 Tables: Variable cost * number of Tables + Fixed Cost 300 x 75 + Fixed Cost = 22,500 + 15,000 = 37,500 Total Selling Price for 750 Tables: 75 x 500 = 37,500

84 SECTION I

Step 4: If he wants to earn a profit of SSP 5,000 then how many more tables are needed to be made?

Desired Profit / Contribution = Additional tables to be made/sold

5,000 / 200 = 25 additional tables required to be made/sold

Verify:

Total cost of making 100 Tables

Variable cost * Total number of tables to be made + fixed costs

3000 x 100 + 15,000 = 55,000

Total selling price = 500 x 100 = 5,000

Total Profit = Total sale - Total cost = 55,000 - 50,000 = SSP 5,000

sessIons 37-38: sourCes of busIness fundIng (MICro-fInanCe)

What will happen?

You will learn different sources for mobilizing capital•

You will explore the terms and conditions of borrowings•

You will find out how important it is to pay back the loan•

You will identify the need for planning the repayment •

You will meet a micro-finance institution expert and find out how a loan can be obtained •

Sources of funds:

Own resources•

Gifts/offers•

Loans (from Friends, Banks and Associations)•

Suppliers credits•

Accumulated profits•

Selling of shares / interests•

Own resources

Advantages:

Own decisions, planning, and usage•

No extra costs – (interest)•

Total control and benefits•

Disadvantages:

May be too small•

Danger of relaxation•


No sharing risks•

gifts / offers

Advantages

Free and no cost•

Disadvantages:

Not reliable•

Not timely•

May be tied•

loans

Advantages:

Extra resources•

Enforces hard work and discipline•

Introduces control•

Disadvantages:

Interest charges•

Not timely •

Tight repayment obligations•

External control of one’s business•

Risk of loss of one’s assets in case of business failure•

Supplier’s Credit

Advantages:

A stable way of obtaining supplies•

No interest charges•

Reduction in operational expenses – (ordering etc.)•

Disadvantages:

High prices•

Inferior supplies•

Inflexibility in planning supplies•

group Policy loans

From:

Family•

Friends•

Informal associations and village banks•

Savings and credit groups•

Banks (formal)•

Terms and Conditions for Borrowing:

86 SECTION I

Time delays for processing•

Service charges•

Interest rate•

Loan period•

Size of instalments•

These are determined by:

Nature and type of lender•

Business to be funded•

Sources of money being lent•

Credit Sales

What does it mean?•

Terms and conditions of credit•

sessIons 39-40: busIness Plan for CooPeraTIves/IndIvIdual enTerPrIses

What will you do?

You will work on one of the business that you selected in the previous session •

You will work on both types of business templates: Individual/Partnership and Cooperatives for the purpose of • preparing a business plan

You will take the following decisions in your group for making a business plan •

Products and services ˏ

Consumers ˏ

Equipment and other resources needed ˏ

Estimation of variable cost and fixed cost ˏ

Estimation of fixed capital and working capital ˏ

You will use the templates given to you for preparing a business plan•

What is a business plan?

Business plan is a written summary of an entrepreneur’s proposed business, its operations and financial details, its • marketing opportunities and strategy, and background of entrepreneur himself.

Why business plan?

It forces an entrepreneur to think and plan the startup of his business with timeline. •

It helps one determine major direction of one’s business which serves as a road map for launching an enterprise.•

It provides one with details of resources required.•

It indicates feasibility and viability of the business in terms of its profits and market.•

It helps you plan your market research and collect required details for preparation of a Business Plan.•


What are the contents of a business plan?

Description of business activity and product/services• Entrepreneurs background and experience• Market plan• Management plan• Financial plan• Sources of funds• Forecast of revenue and expenses• Forecast of cash flow• Major assumptions / contingency plans•

Introduction on Background & Entrepreneur’s Brief Description

The product

Are the basic specifications of the product clear and acceptable?•

Why will consumers buy a product/service?•

The market

Geographical description of location• Does the product have a good local demand?• Who are the big competitors? How many are they?• What is the demand-supply gap of the product in your province/area?• What will be your market share?•

Hint: A low market share usually means a less risky small business

Does the product need publicity for sale?• If yes, check expense for publicity in the cost of production.• What has been the trend in the selling prices of the product in the past?•

The technical factors

Are the machineries selected for the business? Who are the suppliers? • Will the machineries give the required quality and quantity of the output as projected by the promoter?• Does the process of manufacturing need skilled personnel?• Who will be the key person? What will be his or her remuneration?• Are they easily available in the region?• Check the cost of production to see if wages have been taken to match the level of wages of such workers.• Are machines to be obtained from reputed suppliers?• Check warranty/guarantee period and find out from the suppliers if they can extend it to cover the loan period. •

The infrastructure

Is the land area adequate for the business to function?• Can you do with a smaller area and save on fixed asset costs or on rent?• Are documents about the ownership of land valid? (Seek legal opinion if needed).•

88 SECTION I

Is the building plan acceptable from the point of view of the business operation?• If water is needed for the process of manufacture, is it available in the region?• Did you provide for an adequate electrical installation in the project?• Is transport of raw materials and/or finished goods a critical cost factor?• If yes, is the unit located to minimize this cost?• Check other factors such as fuel, gas, and telephone service, etc. which are vital to the successful running of the • unit and ensure that they are available.Check if the cost of these factors has been included in the fixed assets or production costs as appropriate.•

The financial feasibility

Have all the costs of production been included in the profitability statement?• Does the business generate enough cash from the beginning to meet liabilities such as loan interest and principal • amounts, wages, electricity bills, rent etc.?Check cash flow projections carefully. This is perhaps the most important instrument to decide the financial vi-• ability of a small business venture.Check the break-even point at different levels of operation.• Check all estimates of capital costs as well as running costs.•

Basic marketing Information. 5 “P”s.

Tour a few businesses first and clearly understand the SELLING and/or PRODUCTION PROCESS, step by step.

Product

Summarize the basic attributes of products and nature of business activities it involves.• What are the features/attributes the products / services which customers like most? Why do customers buy them • from a specific businessperson and not from a competitor?Who are the main competitors to your business? How do the business people respond to the competition? What • advantages do they offer over their competitors?

Place

Why did the owner locate the business at this location?• What are the advantages and disadvantages of the location?• Are there advantages which relate to reducing the cost of selling or the production cost of the product / service?• Does the location allow customers to easily buy the product or service? What improvements are needed?• Is the location of this business secure for the future? • If a change in the location happens, how will this affect the business?•

Price

What are the production costs per product?• Product 1 ˏProduct 2 ˏ

What fixed costs are incurred by the business (e.g. rent, electricity, license or tax fees, labor, etc.)?• How much change has there been in the cost of raw materials over the past year? (%)• How much change has there been in fixed operating costs?• How frequently has the prices of the products been changing during the past one year?•


Has the owner / seller been able to pass on these cost rises to the buyers? (That is, if raw materials costs increased • 30%, was the owner able to increase the selling price by 30%).

Promotion (advertising)

Does the business do any advertising?•

How do customers learn about the business?•

Are there any special discounts offered, product guarantees, delivery, credit, and so on offered to attract and ˏretain customers?

Positioning

Who are the customers who buy the products or services?•

( ) End use consumer / users of the product / service

( ) Wholesalers or sub-contractors selling to a third person

( ) Other (specify) __________________________________

______________________________________________

What is the income segment of the customers?•

( ) Rich

( ) Middle class

( ) Poor

( ) Survival poor

Is the business segmented by geography, i.e. selling to people living nearby?•

Is the product segmented by type of product, such as a more or less expensive version of the same product?•

Is there a fixed segmentation of the product?•

What percentage of the sales are from repeat purchasers?•

Is the business customer oriented? That is, does the business encourage and make it easy for the customer to • purchase the products?

Is the owner friendly with customers and willing to make special arrangements or modifications to meet the cus-• tomers’ requests?

Is there some product or service the business offers due to a customer’s request?•

Is the business selling the product / services to a special market segment or group of buyers? (E.g. foreigners)•

( ) Yes ( ) No

If yes, what market segments?

Has the business done something to attract this market segment (group of customers)? Has the product / services • been chosen or modified to meet the needs of this segment?

If yes, please briefly describe.

NOTE: Please go through the business plan and prepare a list of items for collecting information during the market survey.

Do not forget to collect correct prices of all the machines/equipment you need, raw materials, labor, legal fees and so on for your business.

90 SECTION I

Preliminary Business Plan (To be done in the class)

Name of the Business or the Coop-erative Society

Nature of Business (describe the activities)

How their business would be useful to customers or how the activities of the cooperative Society serve the interest of the members

Name of owners/ or initiator of coop-eratives

Address of your Business or the coop-erative Society

Name of other people who may join you or name of the society members

Name of the Secretary, phone/mo-bile number and email

Start-up Date:

Name address Initial Contribution (SSP)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

resources for Business Start-up

Name of the resources Quantity Cost*

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

* The cost may be filled in during the follow up by the trainers


Business Template for Cooperatives (Trainers must assist them in filling this form – This activities can continue during the session and also in the evening – It is not likely to completed during the training as participants will not have their community members and other information – However, it should be completed during follow up in a joint meeting with ex-combatant and their community members)

Profile and Members and Business

Name of the Business or the Coop-erative Society


How their business would be useful to customers or how the activities of the cooperative Society serve the interest of the members

Name of owners/ or initiator of coop-eratives

Address of your Business or the coop-erative Society

Name of the members or Sharehold-ers of the Society, addresses and initial contribution)(At least seven or more members of the community in the areas with the addresses

(Attach CV in Appendix 1)

Name of the Secretary, phone/mo-bile number and email

Start-up Date:

Name address Initial Contribution (SSP)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

92 SECTION I

management of Cooperatives

Production Paln

Experience and skill sets of mem-bers (Briefly describe)

How members would contribute in conducting the business

Board Members

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marketing Plan

Who would be your consumers?

Members:

Other Consumers:

Yes/No

Yes/No

Who are these other consumers?

Why they would like to buy from your cooperatives?

How would you promote your business to reach out to your consumers?

Sales Projection for the first week

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Workers in Cooperatives

Description of worker Skilled/unskilled No. of workers Wages for per week

94 SECTION I

My financial plan

fixed Capital

Investment in fixed assets

Land ____________________________

Building ____________________________

Plant/machinery ____________________________

Tools ____________________________

Other (please specify)

_____________________ ____________________________

_____________________ ____________________________

_____________________ ____________________________

Start-up expenses

Preliminary expense Amount

Legal fees ____________________________

Bank charges ____________________________

Other (specified here) ____________________________

_____________________ ____________________________

_____________________ ____________________________

Preoperative Expenses

Raw materials etc. ____________________________

Wages during start up ____________________________



Working Capital

Duration Value (SSP)

Raw materials ________ ______________

Wages ________ ______________

Salary ________ ______________

Electricity ________ ______________

Administrative ________ ______________

Stores & consumable ________ ______________

Credit sales ________ ______________

Other ________ ______________

Total ________ ______________

Estimate the Cost of Production (Direct Cost)

Items Per unit

Raw Materials (Names)

1.

2.

3.

4.

Wages

1. Self

2. Skilled Labor

3. Unskilled

Transportation

Total

Items Duration


1.

2.

3.

4.

Wages

1. Self

2. Skilled Labor

3. Unskilled

Transportation

Total

96 SECTION I

Income and Expenses Statement

No. Expense items Week 1 Week 2 Week 3

1 Sales

2 Other income

3 Total sales [1+2]

4 Raw material

5 Wages

6 Power/Fuel

7 Salaries

8 Administration

9 Depreciation

10 Miscellaneous

11 Total expenses [4+…+10]

12 Operating profit [3-11]

13 Interest

14 Net profit [12-13]


Cash flow Projections

No. Expense items Day/Week 1 Day/Week 2 Day/Week 3

1Cash in hand (members

contribution)

Cash receipt:

2a Cash sales

2b Collected from

2c Loan/Cash

3 Total cash receipt [2a+2b+2c]

4 Total cash available [1+3]

Cash paid out

5a Raw material

5b Wages

5c Power/Fuel

5d Salaries

5e Transport

5f Rent

5g Repairs & maintenance

5h Other expenses

5i Capital purchases

5j Start-up costs

5k Reserve (savings)

5l Member withdrawal

6 Total paid out [5a+…+5l]

7 Total cash budget [4-6]

98 SECTION I

Business Plan Template for Individual or Partnership Trainers must assist them in filling this form – This activities can continue during the session and

also in the evening – It is not likely to completed during the training as participants will not have their community members and other information – However, it should be completed during follow up

in a joint meeting with ex-combatant and their community members

Profile of Members and Business

Name of your Business

Yes/No

Yes/No


Who are the consumers?

Address of Business

Is it Individual Business or Partnership? If it is individual then please provide how much capital you are going to invest and your skills useful to business

Capital to be invested by you: _______________

Your Skills in the Business:

If it is Partnership Business, please write the name and ad-dress of partners and capital to be invested

Name/Address of partner Contribution

Contribution

Start-up Date

Trainers must assist them in filling this form – This activities can continue during the session and also in the evening – It is not likely to completed during the train-ing as participants will not have their community members and other information – However, it should be completed during follow up in a joint meeting with ex-combatant and their community members

management of Enterprise

Experience and skill sets of members (Briefly describe)

Name of partners/Self Skills of each Partner role and Task of each partner


marketing Plan

Who would be your consumers?

Members:

Other Consumers:

Yes/No

Yes/No

Who are these other consumers?

Why they would like to buy from your cooperatives?

How would you promote your business to reach out to your consumers?

Sales Projection for the first week

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Production Plan

100 SECTION I

Other people needed in the Business as Workers

Description of worker Skilled/unskilled No. of workers Wages for per week

My financial plan

fixed Capital

Investment in fixed assets

Land ________________ ____________________________

Building______________ ____________________________

Plant/machinery _______ ____________________________

Tools ________________ ____________________________

Other (please specify)

_____________________ ____________________________

_____________________ ____________________________

_____________________ ____________________________

Start-up expenses

Preliminary expense Amount

Legal fees ____________________________

Bank charges ____________________________


_____________________ ____________________________

_____________________ ____________________________

Preoperative Expenses

Raw materials etc. ____________________________

Wages during start up ____________________________



Working Capital

Duration Value (SSP)

Raw materials ________ ______________

Wages ________ ______________

Salary ________ ______________

Electricity ________ ______________

Administrative ________ ______________

Stores & consumable ________ ______________

Credit sales ________ ______________

Other ________ ______________

Total ________ ______________

Estimate the Cost of Production (Direct Cost)

Items Per unit


1.

2.

3.

4.

Wages

1. Self

2. Skilled Labor

3. Unskilled

Transportation

Total

Items Duration


1.

2.

3.

4.

Wages

1. Self

2. Skilled Labor

3. Unskilled

Transportation

Total

102 SECTION I

Income and Expenses Statement

No. Expense items Week 1 Week 2 Week 3

1 Sales

2 Other income

3 Total sales [1+2]

4 Raw material

5 Wages

6 Power/Fuel

7 Salaries

8 Administration

9 Depreciation

10 Miscellaneous

11 Total expenses [4+…+10]

12 Operating profit [3-11]

13 Interest

14 Net profit [12-13]


Cash flow Projections

No. Expense items Day/Week 1 Day/Week 2 Day/Week 3

1Cash in hand (members

contribution)

Cash receipt:

2a Cash sales

2b Collected from

2c Loan/Cash

3 Total cash receipt [2a+2b+2c]

4 Total cash available [1+3]

Cash paid out

5a Raw material

5b Wages

5c Power/Fuel

5d Salaries

5e Transport

5f Rent

5g Repairs & maintenance

5h Other expenses

5i Capital purchases

5j Start-up costs

5k Reserve (savings)

5l Member withdrawal

6 Total paid out [5a+…+5l]

7 Total cash budget [4-6]

104 SECTION I

learning goals

To identify key activities of managing a business and enterprises•

To comprehend the concept of management in relation to businesses and enterprises •

To learn different challenges in managing different types of enterprises – individual, partnership, cooperatives, • and private limited

To identify the key issues in managing businesses and enterprises•

To identify different skills in management of enterprises •

To determine the learning process on enterprise management•

activities

Participants identify key activities of managing a business and enterprise•

Participants analyze the role of management in relation to business and enterprises •

Participants list the challenges of management in different types of enterprises•

Participants list the key issues in managing enterprises •

Participants list the mistake that business owners commit in managing their enterprises•

Participants demonstrate the learning process on enterprise management•

materials

Cardboard pieces of different skills, function, and process in management•

Picture of issues in management •


Small Group work•

Experience sharing •

Presentation of cases on different types of businesses •

Module 8: basIC enTerPrIse ManageMenT


sessIons 41-42: InTroduCTIon To enTerPrIse ManageMenT In CooPeraTIve busInesses

What will you do?

You will list the tasks, function, and process of managing an enterprise •

You will list the challenges of managing micro to small business enterprises•

You will identify the problems that customers face in dealing with micro and small enterprises•

You will identify some of the key mistakes entrepreneurs make in managing their enterprises•

You will also find out differences in management of individual, partnership, and cooperative enterprises •

You list the critical skills that are needed to effective management of an enterprise•

Exercise Sheet 1

an Overview of Enterprise managementTime: 20 Minutes

Group 1:

Why do we need an enterprise? •

Can business be run without registering as an enterprise? If yes, give examples.•

Clarify the role and objective of management in the context of a micro-enterprise •

Group 2:

List the activities of a business and how management help perform these activities •

List the processes in management of different types of management •

Group 3:

List the key stakeholders in a business •

List the key demands of each of the stakeholders in individual, partnership, and cooperatives •

Group 4:

What are the key problems of business owners in managing their business?•

What are the common mistakes that owners of business commit?•

106 SECTION I

Notes

Enterprise

Enterprise is an independent entity that separates individuals and group of people who started and own the enter-• prise from the business.

It performs the set of activities as a process toward attainment of goals within its values, principles, and rules. •

activities of an Enterprise

Services to stakeholders for fulfilling its obligation toward them ethically and humanly•

Resources acquisitions – capital, people, materials, technology, information, and so on•

Processing of Resources – creating values •

Set channels of distribution that deliver values for making a surplus •

management

Management is a process which is employed in enterprises to attain its goals through strategic and systematic • methods toward continuous improvement

Process of management

PLANNING: Determine vision, mission, objectives, goals, targets, and path of attaining them in a given period of time within the given resources and constraints. This also includes what resources to mobilize, creation of values, and delivery of values.

ORGANIZING: Putting together resources and competence to yield effective results through the completion of set tasks and activities systematically, strategically, and scientifically with certain values and beliefs.

INFLUENCING: Building relationship with stakeholders for their committed participation in the entire business process – acquisition, creation, and delivery. This may include motivation, leadership, team building, culture, climate, and process of facilitation or supporting each other.

CONTROLLING: It involves where we are with regard to acquisition, creation, and delivery in terms of what was planned and achieved efficiently and effectively with adequate reward for enterprise sustainability. It also involves effort for continuous improvement and learning.

function of management

marketing and Sales

Decide what and how much to produce to meet market demand •

Create channels to reach costumers and consumers •

Promote products through pricing and publicity •

Customer services •

Purchases/procurement

Determine what will be needed, and how and when to acquire•

Negotiate with contractors •

Keep stock of what is available, what comes, and where it goes•

Production

Set the process for creating values – products and services, planning of what and how much to be produced, and • maintain required technology and workspace


Human resources

Determine the skill sets needed•

Hire for skills and manage their energy and competence towards effective results •

Causes of Problems and Challenges in Enterprise management

Lack of appreciation or awareness for need of enterprise management •

Lack of respect to an enterprise as an independent identity•

Inadequate planning for resource mobilization and utilization•

Unaware of stakeholders’ needs and problems•

Lack of systems development as one person wants to do what he/she wants – when and how•

Lack of respect for human resources – employees and customers•

Lack of time management or respect of time•

Lack of attitude to learn and continuously improve or build capacity for meeting current and future challenges •

Unaware of technical processes involved in production, purchasing, production, marketing and sales, record • keeping, and analysis

sessIons 43-44: sales and MarkeTIng

What will you do?

You will identify consumers – where, how, when, and why they buy•

You will learn the methods of attracting consumers and customers •

You will plan to achieve sales and manage services pertaining to sales•

You will maintain records of sales transactions •

You will participate in simulations and experience how to interact with customers •

Exercise 2: marketing Plan

Time: 10 Minutes

All Groups

In the group, you will select one of the businesses pertaining to your area of vocational skills. •

Your group will identify who the customers are in your business and where they come from.•

You will decide why these customers should buy your products.•

You will decide how to attract customers. •

108 SECTION I

role-play of Selling ProductsTime: 10 Minutes

Four members are asked to volunteer for the role play. Two would be sellers and two would be buyers.All other members of the class will observe the role play without saying anything.

Role-play 1:

One of the participants would be a seller and another is a customer. The customer visits the shop (Arrogant seller).

Role Play 2:

One of the participants would be a seller and another is a customer. The customer visits the shop (Caring and polite Seller).

Exercise 3

marketing

Marketing consists of a series of activities involving the flow of goods and services from the producer to the cus-tomer.

The objective is to satisfy the needs and wants of customers and enable your enterprise to make a profit.

marketing activities

researching what people need and want•

developing the product or service to meet this need•

pricing the product•

making the product available at places where people can buy them•

promoting the product to inform people about it and retain the interest of buyers•

market assessment

To operate successfully, you need to collect information that will enable you to make the right marketing decisions. The information required include:

What product to produce or sell?•

Buying habits ˏ

When do they buy and how much? ˏ

Why do they buy? ˏ

Where do they buy? ˏ

How to attract buyers? ˏ

What price are consumers willing to pay? ˏ

Who are the competitors, and where are they located? ˏ


Elements of the marketing mix

All marketing activities can be divided into 5 elements known as the marketing mix.

Product• Price• Place• Promotion• Positioning•

Product

Product is anything that is offered to someone to satisfy a need or want. It may be a physical object or a service.

You will develop a product in response to what the customer wants• You will decide the shape, color, package, brand name, quantity, and quality they want• You will decide whether you can make your product similar or better than other sellers• You will determine the availability of materials for making the product•

Price

Price is the monetary value of your product. You should sell at a price that will attract buyers. To arrive at the right place, you should consider:

cost of your product• how people buy and how much they are willing to pay for your product• the price of other sellers (competitors)• how different your product (uniqueness) is• the profit margin you want• whether your product is seasonal• use of special prices (discounts) for some customers•

Place

Place (Distribution): This means how and where you make the product available to the customers. Here you should consider:

Delivery of the product: direct or through middlemen• Transportation• Place to which to sell• Storage facilities and cost•

You should also identify distribution points. These could be:

the local market•

supermarkets•

home•

door to door•

shop•

co-operatives•

110 SECTION I

Promotion

Promotion means marketing communication. It involves any activity which influences people to buy your product. These may be in the form of:

Advertisement in a newspaper, posters, and radio•

Display of the product outside the shop•

Arrangement of the products inside the shop•

Giving free samples•

Use of jingles bells, music or banners to attract attention•

Use of signboards•

Door to door advertisement•

You can also promote the sale of your product by:

being polite to the customers•

communicating with customers and understanding their position•

showing knowledge of your product, its benefits, and use•

giving your product a distinctive brand name •

Credit Sales

When should you sell on credit?

If you yourself can buy on credit•

You know the customer very well•

Can finance credit sales•

Deflationary situations•

Strong regulatory laws•

When should you not sale on credit?

You do not know the customer very well•

Do not have enough•

Not buying on credit•

Inflationary situation•

No law protecting you•

Not a common practice in the market•

Advantages of selling on credit:

Capture market•

Keep your customers•

Prices are higher•

Disadvantages of selling on credit:

Ties down working capital•


May fail to pay back•

Inflation, loss of value•

Increased administration costs•

Creates patronage•

sessIons 45-46: ProduCTIon and workPlaCe ManageMenT

What will you do?

You will identify the importance of managing work places•

You will work in your vocational skills groups to organize the workplace for the businesses that you have se-• lected

You will plan and execute a production plan •

You will determine good and bad practices in production and workplace management •

You will learn how to keep records of production•

You will identify the benefits of keeping the workplace clean •

Exercise 4: Production and Workplace Plan

Time: 15 Minutes

All Groups

You will continue to work in your respective groups (business pertaining to each vocational skills group) • and list all the activities that you carry out at the workplace

You will decide what facilities, equipment, and spaces are needed at the place of production and how these • should be arranged in the interest of efficiency

You will draw your workplace on the flip chart paper or create simulated situation •

Time: 15 Minutes

All Groups

Participants list the factors to be considered for designing an effective and efficient workplace •

Participants list the benefits of a clean workplace•

Exercise 5

112 SECTION I

What is Production?

Production is the process of producing goods and services.

Why produce at all?

Because there is a public need•

Because there is a problem to be solved•

Because there is an art•

Because it is a hobby•

Nature dictates so•

What is necessary for the production (take a general case) of any product?

Land and buildings•

Machines•

Working Capital (money)•

Power•

Infrastructure - Roads, Water, Telephone, etc.•

Political and social stability•

Raw materials•

Workplace

A place where production of goods and services is carried out is known as a workplace.

What are the common things required in a workplace to ensure that goods and services are produced well?

Handling and storage of materials•

Work station or area•

Productive machines•

Control of hazardous substances•

Lighting•

Welfare facilities•

Premises•

material Storage and Handling

To regain space•

To reduce material damage•

To reduce time lost•

To reduce accidents •

Work Stations

Design workstation for efficient and quality work•

What is to be done?

Place electricity/power and machines switches, tools, controls and materials within easy reach of workers.•

Use lift levers or other mechanical measure to reduce the effort required by the worker.•


Provide a stable work surface at each workstation.•

Use jigs, clamps, vices, or other fixtures to hold items while work is being done.•

Adjust the height of equipment, controls or work surfaces to avoid bending postures or high hand positions.•

Change work methods so that the workers can alternate standing and sitting while at work.•

Provide chairs or benches of correct height with a steady back rest•

Productive machine Safety

Make machines more productive and safe•

What is to be done?

Attach proper guards to dangerous moving parts of machines and power transmission equipment•

Use safety devices to operate machines •

Re-design guards which interfere with visibility, production, and maintenance•

Use mechanical devices or magazines for machine feeding to avoid hazards and increase production•

Make sure machines are well maintained and have no broken or unstable parts•

Control Hazardous Substances:

Avoid losses•

Enhance quality•

Minimize health complaints•

What is to be done?

Substitute hazardous chemicals with less hazardous substances such as organic solvents with caustic soda or • soap

Make sure that all organic solvents (e.g. paint, glue etc.) are stored in covered containers•

Introduce or improve local exhaust ventilation•

Make sure that workers exposed to dangerous substances wash their hands with soap before eating or drinking • and change clothes before going home

Provide adequate numbers and appropriate types of protective goggles, face shields, masks earplugs, safety foot-• wear, helmets or gloves

Instruct and train workers about proper use and maintenance of personal protective equipment and regularly • monitor its use

lighting

Increase production and improve quality through better lighting with no extra electricity cost•

What is to be done?

Add skylights and keep skylights, and windows clean•

Paint ceilings white and walls in light colors, and keep them clean•

Provide general artificial lighting adequate for the type of work by adding light sources, installing reflectors or • repositioning existing lights

Reduce obstruction and eyestrain from glare by shielding or repositioning lamps by using matt instead of shiny • surfaces or by positioning workers so they do not face bright light from windows or other sources

Provide local lighting or adjustable lamps especially for precision work•

Clean and maintain light fixtures, and replace bulbs regularly•

114 SECTION I

sessIon 47: PurChasIng

What will you do?

You will determine the need of supplies •

You will learn the sources of supplies •

You will learn how to negotiate prices, quality, and delivery of supplies•

You will list the various supplies needed in different types of business enterprises •

Exercise 6: Purchasing Plan

Time: 10 Minutes

You will continue to work in your respective groups (business pertaining to each vocation)•

You will decide what materials are needed to run the production and business•

You will decide the quantity for each item for each week/each day•

You decide from what sources they would like to buy them•

You will learn how long it will take to replenish the stock •

Purchasing (procurement) includes the acquisition of both goods and services. It embraces the buying of goods, and also the hiring of contractors or consultants to carry out services.

The scope of procurement covers:

Specification of the kind and quality of goods and services to be acquired•

Investigation of the market for supply, and contact with potential suppliers•

Placing the order or contract including negotiation of terms•

Supervising delivery and performance•

Taking necessary action in the event of inadequate performance•

Payment dealing with disputes•

Development of Technical Specification for Needs

Planning•

Identification of needs/wants•

Specific criteria•

Quantity•

Timing•

Place•

Quality•

Cost•

Risk factors•


Determine Where You are Now

The Process

User needs assessment and specification• Supply market analysis• Supplier’s appraisal date • Product portfolio and risk analysis• Supply strategy• Sourcing• Negotiation• Agreements• Control Management• International Logistics Management• Inventory Management• Measuring Performance•

Infrastructure

Your mission•

Your organization and staff•

Customer focus or orientation•

Systems•

Culture•

Supply market analysis

The impact of trade globalization - GATT/WTO

Regional Trade Agreement• Supply and demand• Analysis of market place realities•

Information ˏTrends ˏAlternatives ˏMarket SWOT ˏ

Supplier Data and appraisal

Market research - registers, data collection•

Published•

Unpublished•

Vendor analysis - SWOT•

Product Portfolio and analysis

Guidelines•

Financial resources•

116 SECTION I

Options•

Risks and value (Procurement Targeting model)•

Supply Strategy

Suppliers’ development strategies•

Company mission, vision•

Value analysis (eliminating of waste)•

Sourcing - local and international methods of procurement and evaluation•

Negotiation

Process•

Planning - strategy and tactics•

Negotiation meeting•

Follow-up•

agreements

Local and international•

Relationship with supplier•

International recognized legal aspect and guidelines - World Bank, E.U., etc.•

Settlement of disputes - Arbitration rules•

Contract management

Types of contracts• Communication ˏTrust ˏMotivation ˏTeamwork ˏJoint Performance Appraisal ˏ

Rights and obligations of buyer and seller• Inspection and Testing• Variations, claims, defaults, and disputes• Monitoring• Evaluation• Dispute resolution (negotiations, mediation, arbitration, litigation)•

logistics (local and international)

Air•

Road•

Maritime•

Racking and specifications•

Criteria for selection of forwarders•

Insurance•


Inventory Management (Economy, Efficiency, Effectiveness)

Order price•

Cost of stock holding•

Lead time•

Rate of usage•

Usage/value factor•

sessIon 48: book keePIng

What will you do?

You will learn the importance of bookkeeping in business •

You will apply the basic booking keeping templates which can be used by illiterate people•

You will list the different types of transactions and their recording •

You will follow the basic principles of booking keeping for recording transaction related cash given or received • – goods bought or sold

Exercise 7

Book Keeping role PlayTime: 15 Minutes

Role Play 1:

A woman has a charcoal selling business. She does not write down how much money comes in and goes out. One day her son comes home from school with a letter from the head master. The school has increased the school fees, and it has to be paid immediately. The woman gets very worried. She knows she has no money. She desperately tries to remember how much money she received in the past week and how she spent it.

Role Play 2:

A carpenter has sold a cupboard for SSP 1,500 to a customer. When the customer collected the cupboard, he told the carpenter that he did not have money at that moment but he promised to pay at the end of the month. At the end of the month, the carpenter tries to get his money. The customer tells him that he only owes him SSP 1,300 and he will not pay him more than that! A very angry discussion between the two persons follows. But the carpenter has no proof that he sold the cupboard on credit for SSP 15,000 and he has to accept SSP 1,300.

Play 1:

What is the woman’s problem?•

What could she have done to avoid this problem?•

Play 2: •

Why was the carpenter cheated?•

118 SECTION I

Cash Book

Exercises 8

record keeping:

1. Ajok is a fishmonger. She buys fish on the beach, smokes it, and sells it in the village.

2. She goes to the beach and buys one basket of fresh fish for 450.

3. She pays one porter to carry the fish from the beach to her house.

4. The porter charges her 20 for a basket.

5. She buys one load of firewood for 100.

6. She pays a girl to help her with cleaning and smoking the fish 20.

7. She goes to the market to sell the fish and pays 30 for the transport of one basket of fish.

8. At the market she pays 10 in market charges.

9. On 27th July 2013 she sells the smoked fish for 600

(+) (-)

Date Items (picture and description) Total Date Items (picture and description) Total


Exercise 9

Stock registerTime: 10 Minutes

Kuol started her business on 12 February 2013 with a capital of 500 SSP•

Bought 5 basins of beans each at 50 SSP •

Paid 20 SSP for transport •

Paid labor for carrying- 10•

Paid market toll- 30•

He sold three basins at 75 SSP each •

Questions:

How much did Kuol Spend before he sold any basin of beans? •

How much is the profit or loss? •

How many basins remain in the store? •

Record this in your stock register •

If Kuol had decided to reduce the price and sell her beans for only 60 SSP per basin would she have made • a profit or a loss?

Stock register book

Date Description in Pictures Quantity goods in (Picture

of IN)goods in (Picture

of IN) Balance Remarks

120 SECTION I

learning goals

To identify the problems of ex-combatants in managing cash/money to keep the business running •

To help upgrade the accounting practices by preparing profit and loss statement and balance sheet in the business • of ex-combatants

To initiate trainers to help ex-combatants in appreciating the need for developing business information systems •

To install effective information management systems in existing enterprises •

To initiate systems development for regular monitoring and follow-up to enhance effective decision making •

To initiate participants help combatants start human resources planning •

To help utilize proper recruitment processes•

To identify the importance of employees’ training and development•

activities

Participants prepare profit and loss balance sheet•

Participants create the methods of preparing profit and loss balance sheet for businesses being run by illiterate • people

Participants identify the methods to help install effective information management systems•

Participants list the importance of people management for improving productivity •

materials

Exercises •

Color Boxes•

Cards with picture of activities •

sessIons: 49-50: fInanCIal ManageMenT

What will you do?

You will learn the importance of taking stock of the business’s financial performance •

You will learn methods of finding whether a business is making a profit or loss•

You will learn how to help ex-combatants compute profit and loss •

You will identify key component of a Balance Sheet •

You will learn the method of helping ex-combatants develop a system for preparing a Balance sheet periodically •

Module 9: advanCe ManageMenT skIlls and sysTeMs


How is my business doing?

Sale is not Profit

Ex-combatants who have already started their enterprises need to find out how their business is doing. It is really help-ful if they know this on a daily or weekly basis so that they can take corrective actions.

Money comes is not always an income or profit. Money may come because of sale.

It is, therefore, important to orient participants that sale is not equal to profit

method 1: in Production Business

How to find out profit:

Cost of every unit sold minus price is the profit •

A cost making table is as follows:

Variable cost:

Wood = SSP 50

Nails = SSP 5

Polish = SSP 15

___

Total: SSP 70

Fixed cost:

Rent per day = SSP 10

Labor = SSP 35

Power = SSP 5

_____

Total SSP 50

In a day, the entrepreneur can make two tables:

The cost per table is as follows:

Cost of 1 table is

Variable Cost = SSP 70

Fixed Cost =50/2 SSP 25

___

Total SSP 95

Price of one table = SSP 120

Profit = SSP 25

122 SECTION I

Questions:

What is the total profit, if both the tables are sold on same day?•

What if one table is sold for 110 and another 120?•

What if one table is not sold?•

method 2: In trading Business

A business woman buys bananas at a cost of 2 SSP in the morning and sells it for 3 SSP. She bought 10 bananas, sold 9, and had to throw one as it spoiled. On the same day, she buys another 15 bananas for 3 SSP and sold 14 bananas at the price of 4 SSP each. She spends 2 SSP on travelling every time she buys and sell.

Compute the profit:

Balance Sheet

The purpose is to find out how assets have been created and how much liabilities incurred.

Box 1: money goes out Box 2: money come in

1 Picture of 10 Banana 20 27

2 Travel Picture 2 0

3 Picture of 15 45 56

4 Travel 2

Total 69 83

Total Profit in a day is SSP 14

BOX 1Assets inflow (Green Box)

BOX 2Liabilities (Yellow Box)

Equipment (Green card)Land (Green card)

(Photo of currency notes)

Capital (Photo of currency notes)

Box (Blue) Box (Red)

Money to be received (Blue card)Cash in Hand (Blue card)Raw Material in hand (Blue card)Finished Goods (Blue card)

Loans (Red Card)Money to be paid (Red Card)

Profit (Red Card)

Sources of Data for Balance Sheet:

Daily Book of records (covered in previous session)•

Cash Book•


Money comes in Money Goes out

Sales

Rent

Interest

Loans

Equipment

Materials

Land

Purchase

Balance

money to be received

Stock register

Balance Computation:

Total of Light Grey Box – Total of Dark Grey Box = 0

money to be rec’d money to Paid out

Customers

Members

Goods to be sold

Stock of raw materials

Suppliers

Loans

Balance

money to be rec’d money to Paid out

Martials come in

Materials Consumed or sold

Balance

124 SECTION I

sessIons 51-52: develoPIng effeCTIve sysTeMs Through InforMaTIon ManageMenT

What will you do?

You will learn what systems in enterprise management mean•

You are going to discuss how to manage various operations of your business •

You will learn how the systems ensure effective planning and monitoring of activities•

You will identify how the management of information (MIS) helps in continuous business improvement •

Notes

Systems in business facilitate entrepreneurs make a variety of decisions in a coordinated manner so that:

Decisions are taken quickly and timely•

Avoid unnecessary delays•

Monitor and control progress•

Take timely corrective actions •

Provide feedback to decisions•

Systems are extremely important because of interdependency among various functions of management:

Finances•

Purchasing•

Production•

Marketing•

Keyword in developing an effective system is “INFORMATION”

Entrepreneurs have to determine what information is needed for making decisions and carrying out day-to-day busi-ness operations.


Developing Information management Systems

Sales Production Purchases Finances

Daily sales records •

Cash sales•

Credit sales•

Records of daily Sales • expenses - distribu-tion cost, promotion, and advertising

Customer complaints •

List of customers•

List of competitors•

Price competitors • charge

Daily production – • item-wise

Wastage of materials •

Disturbance at work-• place affecting work

Statement of absentee-• ism on a weekly basis

List of materials’ con-• sumption – daily

Repair cost - daily •

Daily records of cash • purchases

Credit purchases •

Daily consumption •

Daily stock •

Daily cash •

List of creditors • and amount due

List of debtors and • amount due

Daily salary and • wages paid

Daily records of • expenses

Sales – Information SystemsTime: 15 Minutes

Group 1:

List issues and challenges of a vegetable shop affecting its sales •

List the key decisions to be taken for each day and each week in a vegetable shop•

List key information that will be needed to take the above decisions to improve sale of vegetables•

Exercise 1: Development of an Information management System for a Vegetable Shop

Exercise 2

Production (workplace)– Information SystemsTime: 15 Minutes

Group 2:

List issues and challenges of a vegetable shop affected due to poor workplace operations •

List the key decisions to be taken for each day and week to improve operations in a vegetable shop•

List key information that you need to take the above decisions to improve business •

126 SECTION I

Exercise 3

Exercise 4

Purchases – Information SystemsTime: 15 Minutes

Group 3:

List issues and challenges of a vegetable shop affecting daily purchase of vegetable •

List the key decisions to be taken each day and week with regards to the daily purchase of vegetables and • other materials sold in a vegetable shop

List key information that are needed to improve the purchase of vegetables •

finances – Information SystemsTime: 15 Minutes

Group 4:

List issues and challenges of a vegetable shop affecting finances and profitability •

List the key decision to be taken each day and week in a vegetable shop•

List key information about sale of vegetable to improve business •

sessIons 53-54: workers’ ManageMenT

What will you do?

You will draw on the experience of the Boat Game and Tower building •

You will identify the common mistakes made while recruiting and managing people in micro enterprises •

You will detail out the process of staffing •

You will estimate the requirement of skills and jobs for each business pertaining to different vocational skills•

You will determine the sources of finding good people •

You will draw the experience from the tower and boat games for work allocation and motivation •


Exercise 1

Exercise 2

managing People and OutputTime: 15 Minutes

Group 1

List the needs of employees in the jobs•

Group 2

Draw the lesson learnt in the boat and tower building games on managing people•

Group 3

List the problems caused by staff•

Group 4

List the common •

People managementTime: 15 Minutes

List the key jobs and skill sets for each job, and estimates of the number of people for your business

groups Jobs/functions Technical Skills No. of People

group 1: Agriculture

group 2: Furniture making/Carpentry

group 3: Masonry

group 4: Auto Mechanic

group 5: Plumbing

group 6: Electrical

group 7: Animal Husbandry

group 8: Welding

128 SECTION I

Notes:

Steps in staffing people in micro-enterprises:

• Determine the sources in nearby locations for getting the right people

• Invite potential candidates and arrange meetings

• Assess their skills

• Get references and check ID, if possible police records

• Agree on pay and daily work schedule and outputs

• Prepare a template for a letter of appointment

• On the job training and ensuring that the nature of work and role is understood

• Give regulate feedback

• Maintain a register for daily records

• Maintain records of daily output

• Motivate staff with encouraging words and rewards

• Training for higher level jobs

maslow’s Needs’ Hierarchy

• Self-actualization needs (becoming the person you know you are capable of becoming)

• Ego (recognition etc.)

• Social needs (friends etc.)

• Safety needs (secure job etc.)

• Physiology needs


Module 10: legal asPeCTs-regIsTraTIon and TaxaTIon

learning goals

To introduce various laws applicable to business enterprises in South Sudan•

Sole proprietors ˏ

Partnership ˏ

Company ˏ

Cooperatives ˏ

To explain key laws concerning mobilizing capital and credit to the business •

Procedures / formalities in registration of a business firm as sole, partnership, company or cooperative •

To adhere to legal obligation and taxation – like VAT and payment of income and corporate taxes•

To help acquire various licenses for conducting different businesses •

activities

Participants comprehend the legal systems as applicable in South Sudan for different types of enterprises, advisory services, and appropriate authorities for meeting legal requirements.

Participants learn to complete various application forms.

Participants learn to reach out to various offices in each state for helping ex-combatants adhere to legal obligation and payment of taxation.

method and approach

Small group work•

Practice sessions•

Analysis of data for decision making •

Practices on advice and counselling•

Note: Local legal expert to share these inputs

sessIons 55-56: regIsTraTIon and TaxaTIon In busIness and CooPeraTIves

What will you do?

You will learn different laws applicable to a business enterprise as well as on cooperatives •

You will identify different obligation of laws from starting and running an enterprise•

You will follow different forms that need to be completed•

You will find the address of local and national bodies governing different laws •

You will focus on cooperatives’ governance systems to guide ex-combatants for forming and managing coopera-• tives and associations

130 SECTION I

Module 11: PlannIng and ManagIng fIeld level oPeraTIons

learning goals

To appreciate the role of follow-up support services and field level training for ex-combatants and community • members

To study the framework for follow-up as outlined in the curriculum for State Level Training and Follow-up•

To assess the needs of ex-combatants and community at their current level of progress and determine services, • counselling, and training needed by them

To plan and implement support services and training that help ex-combatants move to higher levels of progress • on business start-up and management

To package and repackage different modules to meet the learning needs of ex-combatants and community •

To record progress and support rendered on a daily basis •

To establish the local support network for carrying out follow-up support services and training•

To network with local institutions (including government bodies) and corporate bodies for support to the busi-• nesses of ex-combatants

activities

Participants internalize their role, activities, and strategies in providing follow-up support and training •

Participants review the progress made by the ex-combatant so far and analyze their current challenges •

Participants work on their strategy for follow-up•


Small Group work•

Self-assessment to know where trainers need support •

Demonstration of support services and follow-up training•

sessIons 57-58: PlannIng and ManagIng sTaTe-level TraInIng and follow-uP

What will you do?

You will learn the current level of progress of ex-combatants and their respective community partners as well as • their constraints and needs

You will visualize your role, challenges, and tasks in the field for the next two months•

You will set your targets, strategies, and plan to support ex-combatants and their respective community partners • toward greater success in entrepreneurship

You will identify required logistic support in the field and make arrangement with DDR offices •


Exercise 1

Exercise 2

State level Planning and follow-upSmall Group work

Time 30 Minutes

You will be seated in your respective state team of trainers along with your state managers •

You will have a list of ex-combatants with their locations•

Assign the locations and nature of follow-up and training as follows:•

Agriculture team follow-up with ex-combatants who opted for agro-based business ˏ

Team for other seven vocation skills ˏ

Now distribute the locations among yourselves ˏ

Plan your visits and stay near the locations for your follow-up and training ˏ

On each location you stay for a maximum of four days and move on ˏ

In each location you will assess the status of ex-combatants and their training, and other support ser- ˏvice needs

You offer support services for startup and improvement of their businesses and conduct need based ˏtraining

Strategy for follow-up and TrainingTime: 1 hour

Follow-up on progress status made by ex-combatants in your location.

Task:

List expected outputs and activities, and suggest the timeline •

Retrain ex-combatants on startup of enterprises (not yet started)•

Follow-up support and training for those who are planning to start their cooperatives or other types of busi-ness

Task:


Retrain ex-combatants for startup of enterprises•

Follow-up Support Assistance and Training for those who are already in business along with community mem-bers

Task:


Retrain Modular Training in Enterprise Management for those already started•

132 SECTION I

State level Training and follow-up Support

Objectives and role of Trainers:

The project’s Phase II essentially involve creating capabilities in South Sudan to help further support the ex-combat-ants and their community members to move to the next stage. The Training of Trainers has, therefore, been planned to develop ICRS caseworkers to take up the role of trainer-motivator, counsellor, and adviser to ex-combatants and community members to help support in meeting the following challenges:

Reach out to ex-combatants who could not be reached during the first phase in Warrap state (5) and Western Bahr • El Ghazal state (32), and found out what they have been doing since the completion of the Mapel training and why they could not be traced during the follow-up support’;

Re-assess the progress made by ex-combatants during phase I for those who already started as well as those who • were planning to start their cooperatives or other form of business enterprises (in terms of their business results, their progress in startup management and management of their enterprises, mobilization of members for forma-tion of cooperatives/association, and their interests);

Conduct the diagnostic exercise on business already started in terms of their management practices, business • results, and other socio-economic challenges being faced such as savings for reinvestment, family expenses being mixed with business, and systems development for day to day management;

Analyze the factors negatively affecting ex-combatants who had not shown any progress toward the startup of • their business during Phase I. Large numbers of such ex-combatants were from the Western Bahr El Ghazal State (45). These ex-combatants needed help in dealing with the constraints and motivation through retraining in busi-ness startup.

Designed and offered demand driven training, advisory services, and counselling to ex-combatants who have • started a business as well as those who are struggling to start up along with their communities. These training modules included money management, advance management modules, cooperatives legal systems and registra-tion, and business systems development for monitoring and evaluation;

Those who were doing well in the business needed support in consolidation of success factors, planning for • greater success and expansion of their business, and improving their business systems and process in fulfilment of legal obligations such as registering a business, paying of taxes;

Assess the process of integration of ex-combatants into their respective communities to determine how healthy • or unhealthy their relationship was, diagnosed the issues that were affecting the working relationship, and offered counselling and training for improving cooperation among them; and

Assess the issues and challenges that community members along with ex-combatants were facing in their busi-• nesses and helped them improve their financial literacy, entrepreneurship, cooperatives business management, and other business and behavioral skills.


framework for State level follow-up Support assistance and Training

follow-up to record Progress made by Ex-combatants Who Were Not Trained in Phase I

State level Training and Support Services Warrap lakes NBeg WBeg Total

Target groupEx-combatants who did not show progress in Phase I

5 32 37

major Output37 ex-combatants fully motivated for reintegration through mo-bilizing local community and startup of their business enterprises, preferably cooperatives

Sub-Output 1A detailed report on the needs assessment of ex-combatants not covered during Phase I

Sub-Output 237 ex-combatants received the retraining and other support services, and are fully capable for startup and management of their enterprises

activity 1A detailed report on the need assessment of ex-combatants not covered during the phase 1 Follow-up and State Training

activity 2Individual Report on each of these people with respect to a) training status at Mapel in entrepreneurship, b) vocational train-ing completed, c) major issues during the Mapel training, d) cur-rent income generation activities, e) their social status in terms of reintegration, f) their plans for economic activity, and g) assess their needs for support services and training for reintegration

activity 3Organize meeting of ex-combatants with family members and community members for the purpose of mobilization and sensiti-zation toward entrepreneurship and cooperatives

activity 4As per the desire, arrange further training and education for selected ex-combatants

activity 5Conduct training on Business Startup – Business and Market, Steps in starting an enterprise, formation of cooperatives, business skills development in cooperatives and other type of enterprises along with the community and family members

activity 6Provide hand holding support services and assistance in creat-ing a business plan, location selection, name of the business, opening a bank account, formation of board, organization of production and farm management, key resources’ mobilization, networking for business promotion, arrange templates for record keeping, and advice on packaging of product and preservation

134 SECTION I

follow-up support and Training for Those Who are Planning to Start Their Business


Target groupEx-combatants planning their venture as cooperative and/or individual business enterprises

6 10 47 63

major Output63 ex-combatants receive the retraining and other support services and are fully capable for startup and management of their enterprises

Sub-output 1A detailed report on the status of the progress made toward enterprise start up and needs assessment of 63 ex-combatants for successful startup of businesses

Sub-output 263 ex-combatants along with their community members are provided support services and training toward startup of their enterprises

activity 1Individual progress report on each of the 63 ex-combatants along with community members supporting them

activity 2A detailed report on the needs assessment of 63 ex-combatants including their progress and further training and support services needed by them during the Follow-up and State Training in Phase 2

activity 3Conduct training on the following modules: a) Business Startup (business and market, resources and transaction in business, se-lecting a business, steps in startup of management and business skills development, business plan preparation), b) Need based training and support services on enterprise management (book-keeping, sales and marketing, production, and workplace man-agement and purchases), c) Advance Management Modules on marketing, production management, workers management, cooperatives management, finance management, money (saving and loan management), and D) regulatory and taxation obligations.

activity 4Provide support services and assistance in creation of a business plan, location selection, name of the business, opening a bank account, formation of board, organization of production and farm management, key resources’ mobilization, networking for business promotion, arrange templates for record keeping, and advise on packaging of product and preservation


follow-up Support assistance and Training for Those Who are already in Business along with Community members


Target groupEx-combatants and community members who have already started their enterprises as cooperatives/ individual business enterprises and planning their venture as cooperative and/or individual business enterprises

21/2 5/11 19/1 11/8 56/27

Overall Output56 Cooperatives and 27 individual business enterprises are stabilized and upgraded with effective management systems

Sub-output 1A detailed report on the status of the beneficiaries (ex-combatants and community members) and their enterprises with objective indicators such as business success parameters: members’ invest-ments, major resources such as land and equipment acquired, sale and profit progress, and subjective indicators such as happiness with reintegration, improvement of economic status and social status

Sub-output 2Members of 56 cooperatives and 27 owner-managers receive the support assistance and training for stabilizing and upgrading the enterprise management system

activity 1Individual progress report on each cooperative and individual enterprise covering their members of cooperatives and owners of other types of enterprises

activity 2A detailed report on the needs assessment 56 cooperatives and 27 individual enterprises for their current challenges and nature of assistance and training needed by each of them

activity 3Conduct Training on the following:

Need based training and support services on Enterprise Man-• agement Modules (Bookkeeping, Sales and Marketing, Produc-tion and workplace management, Purchases) Advance Management Modules on Marketing, Production man-• agement, Workers management, Cooperatives management, Finance management, Money-saving and loan management

•Regulatory and taxation obligations

activity 4Provide support services and assistance in reviewing their Business plan, opening a bank account, formation of board, organization of production and farm management, key resources’ mobilization, networking for business promotion, arrange templates for record keeping, advise on packaging of product and preservation

136 SECTION I

State level Training in Entrepreneurship, Cooperatives/association and Individual Business Enterprises

retraining the Ex-combatants: Startup of Enterprises

Training learning goals modules Participants Duration

Business Start and Developmenta

To encourage participants to seek careers in small enterprises and equip them with knowledge on the process of creating busi-ness ideas and set up business enterprises in different technical trades and different templates of business

Market and Business Re-• sourcesBusiness Transaction• Selecting a business op-• portunityBusiness plan •

Ex-combatants who did not show progress since Phase I or did not start their business.

18 Hours

Training in Coop-erative Formation

To stimulate participants’ selec-tion of cooperatives as one of the most preferred enterprise template and instilling an attitude and spirit for creating and sustain-ing cooperatives

Cooperative community • building Steps in starting a business • and cooperative society Business skills development in • cooperatives Business plan for coopera-• tives

Ex-combatants and com-munity members who have already selected a business activity and are planning to start

24 Hours

Business Startup as individual, partnership or private business

To facilitate start up as individual / partnership / private

Steps in starting a business • Business Skills Develop-• ment in managing private enterprises Business Plan for private • enterprises

Ex-combatants and com-munity members who have already selected a business activity are planning a startup

15 Hours

a To be offered inn different technical trades separately and use training kit meant for different technical trades for each group

retraining modular Training in Enterprise management

Training learning goals modules/Inputs Participants Duration

Training in Market-ing and Sales for Business in different types of Business Activities

To perform marketing and sales activities for different types of products and services

Dynamics of products, prices, • place, and promotionsCompetitors’ Analysis • Consumer and purchase • behavior Market channels • Packaging and advertising • Selling skills •

Ex-combatants who are planning or have started their enterprises

12 Hours

Training in Pur-chase Manage-ment

To help create effective management systems for pur-chases for the business and record keeping

Assessment of consumables• Chain of suppliers• Quality and quantity of pur-• chase management Methods of consumptions• Inventory management • Record keeping • Negotiation •


6 Hours

Training in Production and Workplace Man-agement

To help in the creation of ef-ficient production or place of work business transaction

Activities and resources for cre-• ating production facilities Efficient and inefficient produc-• tion systems Advantages of a clean and • well organized workplace Disadvantages of an unorga-• nized workplace Design your workplace/produc-• tion systems


12 Hours

Training in Book-keeping

To encourage ex-combatants and community members to adopt effective record keep-ing practices for their financial transactions

Importance of Book-keeping • Usefulness of Book-keeping for • effective business practicesHow to write cash book, stock • book, sale book, income and expenditure


12 Hours


retraining modular Training in Enterprise management

Training learning goals modules/Inputs Participants Duration

Training in Laws and Regulation for Individual and Partnership Enterprises

To orient participants to adhere to regulatory systems and provision for taxation

Importance of Book-keeping • Usefulness of Book-keeping for • effective business practicesHow to write cash book, stock • book, sale book, income and expenditure

Ex-combatants and com-munity members planning or have started enterprises other than cooperatives

6 Hours

Training in Laws and Regulation for Cooperatives

To orient participants to ad-here to regulatory systems for formation of cooperative and governance and provision for taxation

Legal requirement for formation • of enterprises and deedsPartnership deeds• Registration of a business• Taxation applicable to micro-• small enterprisesPersonal and business account-• ability toward regulation and taxation

Ex-combatants and com-munity members planning and started enterprises other than cooperatives

6 Hours

State level Training in Entrepreneurship, Cooperatives/association and Individual Business Enterprises

Training In advance management for Enterprises already Established as Cooperatives Or Individual/Partnership/Private limited

Training learning goals modules Participants Duration

Training in Finan-cial manage-ment

To help newly started enterprises to be upgraded with account-ing and finance management practices through the prepara-tion of profit and loss statements, Balance sheets, and break-even point (cooperatives and other types of enterprises)

Analysis of accounting • information for better deci-sion making Management of recording • financial transactions Cash flow statement • Break Even Point• Profit and loss or income • and expenditure Balance sheet •

Ex-combatants and community members who have already started and are managing their enterprises

12 hours

Training in devel-oping an effec-tive system

To initiate systems develop-ment for regular monitoring and follow-up in the areas to enhance effective decision making in the areas of Sales and marketing, Production, Purchas-ing, Finances

Introduce the mechanism • for planning and control in business operationsIntroduce templates for • daily analysis of sales, pro-duction, purchases, and finances


12 hours

Workers man-agement

To encourage participants to practice and professionally manage human resources in their business

Human resources planning• Motivation • Recruitment • Training and development•


12 hours

Money: saving and loan man-agement

To help participants appreciate the importance of managing money and follow effective practices to ensure good flow of money into the business

Saving• Loans• Long and short term • capitalProcedure of obtaining • loansImportance of repay loan • timely


12 hours – 2 full days or 4 days part time

138 SECTION I

Module 12: doCuMenTaTIon and rePorTIng

learning goals

To identify needs and objectives for documentation and reporting on the status, progress, and training organized • for ex-combatants

To determine what to document and method of reporting periodically •

To develop template for documentation for follow-up services and training •

To analyze follow-up reports and determine actions •

To monitor and evaluate the performance of ex-combatants and trainers •

activities

Participants follow the different templates of follow-up using an excel sheet •

Participants determine the actions to be taken in order to solve the problems during follow-up based on informa-• tion collected

Participants work with the State managers to agree on the modus operandi on documentation and follow-up •

materials

Format for documentation and reporting•

Methods and Approach

Small Group work•

Demonstration of support services and follow up training•

sessIon 59: doCuMenTaTIon and rePorTIng

What will you do?

You will learn the need for documentation in training •

You will list what to document and how to document the process and results of follow-up support and training •

You will go through the template for reporting and documentation •


Exercise 1

DocumentationTime: 15 Minutes

In your respective groups by state, please work on the following:

Define what documentation means •

List the needs for documentation during the state level follow-up and training•

List what needs to be documented and what process it may involve •

Develop a system for regular reporting and documentation with your state manager•

The Need

To internalize experiences• To spread and institutionalize experiences• To institutionalize the training process• To report the training achievement / failures to sponsors• To disseminate training approach•

What is to be documented?Training Context •

Place, target group, objectives, duration, session plans, and schedules ˏ

Pre-training activities•

Select location of training ˏ

Promotional activities ˏ

Identification and selection of trainees ˏ

Inaugural functions / speeches ˏ

Training stage•

Cover step by step inputs provided in each session ˏMajor difficulties experienced and feedback of participants ˏSession-wise course material ˏTraining methods used and their evaluation ˏOutput of the training ˏLimitations and strengths of training ˏ

Post - training stage•

Follow-up and progress achieved by the participant ˏ

Methods of documentation•

Daily logbook of activities or diary of trainers ˏPeriodic progress report ˏFiles and notes containing background material ˏOpinion survey ˏ

140 SECTION I

learning goals:

To set the goals for follow-up support and training at state level•

To identify key steps for follow-up and training for startup and management of enterprises already started •

To assess the needs for logistics support and resources during follow-up training •

List the coordination related to activities with DDR and State level DDR officers for logistics support, and effec-• tive communications and reporting

activities

Participants use the action plan template to identify and assess possible challenges and suggest actions to deal • with them

Participants seek clarification with respect to their role and activities during the follow-up and training •

Participants would set the target for their respective states and determine the action plan •

material

Format for Action plan•

methods

Small work group work•

Preparation of action plan•

sessIon 60: aCTIon Plan

What will you do?

You will develop an individual action plan and share with your State Manager •

Action Plan Format•

Preparatory work:

Agree on specific locations with the State Manager •

List the specific resources/ documents/information that you need to reach out to ex-combatants in the locations • allocated to you

Prepare your schedule for the field visits and also offer support services and training •

Prepare a training calendar and share it with the State Manager •

Coordinate the logistics required •

Preparation for training ex-combatants who are at different levels of progress toward business startup:

Factors considered for offering a specific training module for the selected target group•

Module 13: aCTIon Plan and ConClusIon


Assessment of the training and support needs of ex-combatants•

Selection of the training venue •

Organizing training material and training kit •

Self-assessment

List your strengths in the state-level training •

List your personal challenges •

List how are you planning to overcome these challenges•


Agriculture Methods and Business Skills

TraININg Of TraINErS CurrICulum

by Beth Oliver Training Consultant


JuNE 2014

Agriculture Methods & Business Skills - Training of Trainers CurriculumDDR Pilot Reintegration Project in South Sudan 143

Background ........................................................................................................ 144Training of Trainers approach ........................................................................... 144

Curriculum Design and Training Modules ..............................................................................144

TOT Learning Goals: ..................................................................................................................145

TOT Key Training Inputs: ............................................................................................................145

TOT Methodology .....................................................................................................................146

TOT modules ........................................................................................................ 147Module 1: Foundation Building ...............................................................................................147

Module 2: Numeracy and Literacy for Agriculture ...............................................................147

Module 3: Introduction to Common Farming Practices ......................................................148

Module 4: The Toolkit (small group work) ...............................................................................148

Module 5: Small Scale Agribusiness .......................................................................................149

Module 6: Knowing the Market ...............................................................................................149

Module 7: Visiting the Market ..................................................................................................150

Module 8: Demonstration Farms .............................................................................................150

Module 9: Expanding and Organizing Your Business ............................................................151

Module 10: Introduction to Agricultural Cooperatives .........................................................151

Module 11: So You Still Want to Be a Farmer? .......................................................................152

Table of ConTenTs

144 SECTION I

baCkground

The Disarmament, Demobilization, and Reintegration (DDR) Pilot Reintegration Project Livelihoods Support Com-ponent includes support for those ex-combatants interested to pursue a livelihood in agriculture. To achieve this, Ag-riculture Extension Workers in each of the states of South Sudan were coupled with an Information, Counselling, and Referral System (ICRS) partner to provide Agriculture Training for interested ex-combatants. A training of trainers program was implemented to assist and qualify the Extension Workers for this new task.

TraInIng of TraIners aPProaCh

A 10-day training course was offered to agriculture extension workers chosen from a group that applied for the training from the states of Lakes, Warrap, Northern Bahr El Ghazal, and Western Bahr El Ghazal. For the initial phases of the training, ICRS case workers also participated so they could get better acquainted with their extension work partners.

The first design of this training program was based on similar designs that had been used for agriculture extension workers in nearby African countries, namely Kenya and Uganda. The material for this curriculum was also used before in South Sudan, particularly in the cities of Rumbek and Yei. Modifications were made, however, keeping in mind of ex-combatants as the recipients.

An international and national agricultural training specialist was selected to ensure objectives were met. A hotel in Juba which would provide accommodation for out of town participants was selected for the venue and a meeting room with proper space for tables as well as chairs and other equipment for the training were secured. Additionally, lunch was served at the site and two tea breaks were included. This ensured continuity of the workers’ program for the day.

CurrICuluM desIgn and TraInIng Modules

The trainees—the Ministry of Agriculture Extension Workers along with their ICRS partners— reached out to ex-combatants who had begun the process of becoming farmers as individual farmers, as part of a partnership or a coop-erative member.

The Agriculture TOT curriculum includes assistance in various farm activities from land preparation to harvesting as well as knowledge of the equipment and materials required.

Additionally, it includes the business components to being successful farmers including:

Financial Knowledge (making a business plan, cash flow, record keeping including purchases, labor, sales, and • costs). Other topics include marketing, transport of products, salesmanship.

Establishing demonstration farms where successful farmers reside in order to expose ex-combatants to practices • that achieve positive results and why. To enlist such farmers as mentors who can be looked up to from their many years of experience in the field and reassure those beginning a new career at a later stage (age-wise) in their life.

Establish a method for farmers in the area to learn current prices of the products they grow, be it by radio or cell • phone, because such information can make a large difference on when to sell. A place selected where the prices of products can be written and the date this information was obtained. Farmers can take turns obtaining this informa-tion, but the South Sudan National DDR Commission (NDDRC), the Ministry of Agriculture, and other private or government agency/NGOs in the area could also be resourceful in providing this information.

Show farming as a family business where each household member can contribute, however small, to help reunite • the family unit after years of fragmentation.

Visit ex-combatants to assist with problems, both business and personal, to ensure a better re-entry to civilian • life.

The training module should be adapted for future use as the ex-combatants needs are perceived.


Structure of the Training of Trainers (TOT)

• The proposed training material can be covered in 10 days including six (6) hours of training per day, plus one • (1) hour for lunch and two (2) tea breaks of 30-minute duration each.

Trainees should be reminded at the beginning of the program that cell phone usage is limited to lunch and tea • breaks unless there is a definable emergency.

Trainees will be expected to complete homework assignments and preparation of training materials for class • demonstrations.

Trainees should develop materials for use in providing agricultural and business assistance to ex-combatants and • their community members.

Trainees should be encouraged to think independently and provide personal answers to questions asked rather • than copy verbatim from their instructor or other class members.

Each participant should be assisted in making the above possible, with language translation assistance where • necessary. Many times a participant may understand the question, but may require more time to respond if using another language.

When trainees are working in groups, change the group members from time to time. People generally join groups • with members who are familiar to them but the training is an opportunity to get acquainted with fellow trainees from other parts of the country.

Strongly emphasize that working together, even with those one may have some personal differences, can be re-• warding financially as well as for finding abilities needed for their agriculture endeavor that they do not possess.

ToT learnIng goals:The TOT seeks to attain the following goals:

Design and develop training curricula based on the needs of ex-combatants and community members including • usage of pictures as much as possible and small group formation to teach farming literacy and numeracy based on the “Hands On” material that is given to all trainees

Produce a handbook that is a guide for trainers supporting small scale agricultural development for ex-combatants • and community members

Conduct training sessions that address the needs and problems of the participants•

Use participants’ knowledge, experience, and skills•

Consider every participant trainee and trainer•

Use practical real life activities so participants can learn by doing•

Consider a location and setting where participants feel at ease•

Stimulate creative ideas•

Encourage everyone to contribute•

Keep current with new ideas and developments which can be delivered in the field•

ToT key TraInIng InPuTs:Practical methods to improve•

Literacy and Numeracy training that is agriculture related•

The agricultural modules covering the following topics:•

Land Preparation ˏ

Selecting Crops and Varieties ˏ

146 SECTION I

Planting ˏ

Agronomic Practices ˏ

Basic Farm Tools ˏ

Harvesting ˏ

New Crops to Consider ˏ

Demonstration Farms ˏ

The business modules covering the following topics: ˏ

Skills required for Agricultural Entrepreneurs ˏ

Business Planning ˏ

Record Keeping ˏ

Knowing the Market ˏ

Packaging ˏ

Promotion ˏ

Transport ˏ

Expanding Your Business Possibilities ˏ

ToT MeThodology

Participatory learning methods – Participatory learning is a creative, problem solving method in which every partici-pant participates actively. The learning process is just as important as the subject being learned. Key characteristics of the participatory learning method include:

Addresses the needs and problems of the participants•

Uses participants’ knowledge, experience, and skills•

Considers every participant a trainer and trainee•

Uses practical real life activities so participants can learn by doing•

Takes place in a location that is amenable to the participants•


ToT Modules

Module 1: foundaTIon buIldIng

Objective: To eliminate hesitation among participants and prepare them emotionally for the upcoming training.

Duration: 2-3 hours.

Materials: Flipchart and stand or chalkboard, handouts, notepaper, ballpoint pens, pencils, and marker pens.

Training details:

Introduction of the training team:• Background of each trainer ˏRelevant experience ˏQuestions from the participants ˏ

Introductions by the participants:• Which state they come from ˏWhat type of work they do currently ˏWhat type of work they have done in the past ˏ

Participants’ expectations from the Training of Trainers:• Several sides of teaching agriculture ˏAgronomy side ˏBusiness side ˏAny additional expectations ˏ

Upcoming Training of Trainers:• Structure ˏLunch/break arrangements ˏModules overview ˏAdditional clarifications ˏ

Module 2: nuMeraCy and lITeraCy for agrICulTure

Duration: 2 days

* Generous usage of pictures to reinforce verbal and written explanations.

Day 1: Literacy session in the morning, numeracy session in the afternoon.

Day 2: Literacy session in the morning, numeracy session in the afternoon.

Materials: “Hands On” training material, flipchart and stand or chalkboard, handouts, notepaper, ballpoint pens, pen-cils, and marker pens.

Training Details:

148 SECTION I

Use of the Copian technique, “Hands On” contained in the training material;• Use local language or interpreter so participants can truly participate where possible or needed;• Show pictures of the subject material;• Practice identifying, saying, and writing the names of farm tools, crops, farm animals and familiarize with word-• age (e.g. Planting, Harvesting, Broadcasting, Staking);Use the cost of tool and farm animals as an introduction to the numeracy component. Have the trainees count out • the SSP required to make these purchases; andTrainees should use a measuring devices such as a ruler, tape measure or a piece of rope to designate proper • seed spacing for crops; These and similar exercises can show numerical amounts in an appropriate way for ex-combatants to understand.

Module 3: InTroduCTIon To CoMMon farMIng PraCTICes

Duration: 6 hours

Materials: Training material on agronomy, land preparation, flipchart and stand or chalkboard, handouts, notepaper, ballpoint pens, pencils, and marker pens.

Training Details:

Printed handouts used to illustrate farming practices and facilitate understanding;• Agronomic Practices: activities farmers do in the field to get good crop yield;• Comparison of local best practices with international ones;• Land Preparation: the steps necessary to prepare land for planting;• Planting (seeds, seedlings);• Forecasting the ex-combatants’ training needs in the agricultural practices;• Identifying the Ministry’s current capacity to train ex-combatants;• Discussion of practices that are effective and not costly to introduce;• Common mistakes; and• New crops to consider: cereals, oilseeds, sugar, fruits and vegetables, flowers, coffee and tea.•

Module 4: The ToolkIT (sMall grouP work)

Duration: 2-3 hours

Materials: Training material on agricultural tools, flipchart and stand or chalkboard, handouts, notepaper, ballpoint pens, pencils, and marker pens.

Training Details:

Use of the training material provided to introduce the most important gardening/agricultural tools;• Equipment use: the importance of correct utilization;• Equipment maintenance: the importance of regular maintenance and specific instructions;• Equipment washing: the importance of washing the tools after every use; and• Safety precautions.•


Module 5: sMall sCale agrIbusIness

Duration: 8 hours

Materials: The handbook, flipchart and stand or chalkboard, handouts, notepaper, ballpoint pens, pencils, and marker pens.

Training Details:

Equipment and materials needed for business;•

Experience in Farming;•

Desire to Succeed;•

Ability to take Risks;•

Market Research;•

Financial Knowledge (Fixed Costs, Working Costs, Costs of Production); •

Calculate the Selling Price and Depreciation;•

Business Sense, Business Plan, Sales and Cost Plan;•

Salesmanship; and•

Service.•

Module 6: knowIng The MarkeT

Duration: 4 hours


Training Details:

The seven (7) important areas for consideration for businesses to succeed and grow:•

Know what Customers want; ˏ

Treat Customers Well; ˏ

Deal with other Farm Businesses; ˏ

Create Demand; ˏ

Promotion; ˏ

Packaging; and ˏ

Transport. ˏ

150 SECTION I

Module 7: vIsITIng The MarkeT

Duration: up to 1 day depending on location of training and markets

Training Details:

Collect information on the kind of crops being sold as well as the prices•

Explore the demand for different crops•

Discussion of a crop area with market potential that participants believe has not been covered•

Talk to several farmers selling crops at the market:•

Is the quality the same or does it differ? ˏ

Does the price reflect the difference in quality? ˏ

Learn how do farmers bring their goods to market?•

Observe how things are packaged•

Module 8: deMonsTraTIon farMs

Duration: 2-3 hours

In future DDR programs, it is hoped that demonstration farms are established in areas where extension workers and ICRS caseworkers are training ex-combatants adjust to their new livelihoods as farmers so as to reinforce the lessons being learned.

Successful farmers in the area demonstrate their roads to success by giving helpful tips on land preparation, planting, and choice of crops. Most importantly, new farmers can observe the farm and ask questions.

A meeting can be held, every two or three months, on the farm to discuss positive achievements of the ex-combatant farmers as well as unsolved problems.

In some cases, the master farmer might work with a small group on a particular crop project which could benefit ev-eryone. One group might provide a certain amount of free labor for learning new farm skills.

A new crop might be planted with notes taken as to its success or, if delivered to market, the reaction of the custom-ers.

This might also lead to the beginning of a new cooperative, a new product grown or a new friend who can share a bountiful harvest or solve a problem needing solution.

Training Details:

Identify possible master farmers in the area and contact them about an opportunity to visit their farm and talk • with them;

After a meeting has been arranged, have the group decide on questions to ask;•

Inquire if there is a way to collaborate with the master farmer on a small project; and•

Ensure someone in the group takes notes during the meeting.•


Module 9: exPandIng and organIzIng your busIness

Duration: 1-2 hours


A successful business must grow over time, that is, it should show an increase in profits and production levels. It should grow like a tree, slowly but surely.

This module will cover several important factors and questions to consider before making the decision to expand one’s business.

Profitability of business: Is there increased sales and profits in the least two years?• Change in market: Has the market changed according to your market research?• New products: Do you have access to new crops that are accepted by traders and food buyers?• Resources: Considering that there will be additional start-up costs, do you have enough money to expand your • business? Do you have land available for expansion or can you buy or rent it at a price that will continue to show a profit for what you are planting? Can get a loan? Labor: Do you have enough labor to grow more crops?• Transport: Have you found adequate transport for larger quantities of crops at a price you can afford?•

If the answer is “yes” to three or more questions, it may be the right time to expand one’s business.

Discuss the above possibilities and consider:

a larger partnership;• a farm grower’s association; or•

a cooperative.•

Module 10: InTroduCTIon To agrICulTural CooPeraTIves

Duration: 4-5 hours

Materials: “Advanced series on cooperatives” lessons, flipchart and stand or chalkboard, handouts, notepaper, ball-point pens, pencils, and marker pens.

For this Module 10, the lessons on agricultural cooperatives are to be used. They can also be shared with the partici-pants for them to use during the field training.

While the exact training needs are to be established during the Training of Trainers, below are the indicative topics to be covered in this module:

What is a cooperative?• The Marketing Services of the Cooperatives and How They Work;• The Supply Chain of the Cooperative and How They Work;• Product Collection of the Cooperative;• Budgeting;• Storage arrangements and challenges;• Pricing; and•

Bookkeeping.•

152 SECTION I

Module 11: so you sTIll wanT To be a farMer?

Duration: 1-2 hours

Materials: The handbook, flipchart and stand or chalkboard, handouts, notepaper, ballpoint pens, pencils, marker pens, and seeds.

This is a summary of the modules that have been discussed. It will allow for final questions on any topic. The trainer will re-emphasize the qualities and subject matter that are necessary to becoming a successful farmer. What must be highlighted is that farming is a business and must be treated as such. Record keeping is on par with weeding crops. A farmer is a decision maker and a risk taker. Ensure the individual understands the qualities necessary to be a success-ful farmer.

Reiterate business as a potential family matter that allows most family members to be a part of the farm project.

Stress the potential benefits of being part of a demonstration farm community and perhaps, at a later time, forming a farmer’s association or cooperative.

Make sure the farmers-to-be have ways to contact Extension and ICRS workers so as to hopefully avoid major prob-lems.

Bring some seeds to give to each person in order to leave on a positive note.


Agriculture Methods and Business Skills

TraINEr’S HaNDBOOK

by Beth Oliver Training Consultant


JuNE 2014

foreword ............................................................................................................. 155Introduction ......................................................................................................... 155agronomic Practices for growing Crops ........................................................ 157use of Chemicals ................................................................................................ 159good agronomic Practices .............................................................................. 160land Preparation ................................................................................................ 161Planting ................................................................................................................ 162Transplanting Seedlings ..................................................................................... 163farm Tools and Equipment ................................................................................ 165Numeracy and literacy ..................................................................................... 175farming as a Business ........................................................................................ 177

Informal Survey ..........................................................................................................................178

Research by Observation ........................................................................................................179

Selecting Crops and Varieties for Your Business .....................................................................179

Deciding On the Scale of Your Business .......................................................... 181Working as an Individual or a group ............................................................... 183Estimating Investments Needed ....................................................................... 185Calculating the Selling Price ............................................................................. 188Estimated annual Income from Sales .............................................................. 190Business Planning ............................................................................................... 192

Preparing a Business Plan .........................................................................................................192

Preparing a Sales and Costs Plan ...........................................................................................193

Preparing a Cash Flow Plan .....................................................................................................194

Calculating Net Worth ..............................................................................................................195

record Keeping to Improve Your Business ...................................................... 197Seasonal records .......................................................................................................................197

Knowing the market ........................................................................................... 200Know your customers ...............................................................................................................200

How to treat customers ............................................................................................................200

Packaging .................................................................................................................................201

Promotion ...................................................................................................................................202

Transport .....................................................................................................................................203

Expanding and Organizing Your Business ....................................................... 204

Table of ConTenTs

Agriculture Methods & Business Skills - Trainer’s HandbookDDR Pilot Reintegration Project in South Sudan 155

foreword

This handbook is a guide for trainers (agricultural extension workers and their ICRS partners) who train ex-combat-ants who have chosen farming as their future career choice after military service through the South Sudan DDR Pilot Reintegration Project 2013-2014. It is written for people who have no formal training or experience in the agricultural sector.

Trainers, ideally, should have hands on experience in an agricultural enterprise. Where the trainer does not have hands on business experience, one solution is to have an experienced local farmer/business person as a co-facilitator. Ideally, the farmer/business person should have experience running a business (e.g. a poultry business, bakery, small shop, handicrafts, trading etc.) as opposed to simply selling crops. Such a person might be selected from previous training courses for small-scale farmers.

A note on business language: As some business language may not exist in the local language when using this manual, it may be necessary to develop new words in the local language or use an equivalent in another language that can be understood by participants.

InTroduCTIon

This document provides guidelines and tips for facilitators. The purpose of a farm is to produce good quality products for sale and to make money from providing this service to the community. No matter how much a producer is able to grow, his or her business is bound to be weak and unprofitable without strong business skills. Therefore, the emphasis on training farmers should be on entrepreneurial skills. The module on business is part of a wider curriculum on farm-ing as an enterprise. Other components of the curriculum include:

1. Agricultural Topics:

Agronomic Practices for Growing Crops;•

Land Preparation; and•

Planting.•

2. Farming-related numeracy and literacy: “Hands On” material

3. The Business Module:

Farming as a Business;•

Market research;•

Selecting crops and varieties to grow;•

Requirements for producing good quality products;•

Skills required for a successful farming enterprise and how to organize this type of business;•

Estimating investments needed;•

Business planning;•

Record Keeping;•

Marketing and Promotion; and•

Expanding and Organizing your business.•

156 SECTION I

While this document presents a proposed format for training new farmers, it should be modified according to the level and experience of participants.

Two training sessions are recommended for the business module: an initial session to cover the contents in the hand-book and follow-up sessions after the participants have established their businesses. During the initial session, it might be fitting to spread out the business module sessions throughout the training course as many ideas and concepts are dif-ficult to grasp. The purpose of the follow-up sessions is to observe whether the participants have practiced what they have learned, address difficulties, and monitor progress. The first follow-up should be scheduled three months after the initial training course. Ideally, institutions supporting the development of new farming enterprises should plan to monitor the progress on newly established farm businesses for at least two years.

In deciding on the number of course participants, attention should be given to participants’ level of business experi-ence, the number of illiterate participants, the facilities available for training, and the comfort and experience of the facilitators. In general, aim for a maximum of 10-12 participants, assuming there are 2 or more facilitators for the whole course. If the majority of the participants are illiterate, the training will require more time and individual help on the part of the facilitators.

We advocate the use of participatory learning methods. Participatory learning is a creative, problem solving method in which every participant participates actively. In this approach, the learning process is just as important as the subject being learned. Participatory learning is based on the following assumptions:

Addresses the needs and problems of the participants;•

Uses participants’ knowledge, experience, and skills;•

Considers every participant a trainee and trainer;•

Uses practical real life activities so participants can learn by doing; and•

Takes place in a location and in a setting where participants feel at ease.•

The role of the facilitator is to:

Guide the discussion, introduce the training materials, structure the discussion, and summarize regularly;•

Ask questions, probe, and listen (What do you mean? Why do you think so? What do others say?);•

Acknowledge participants’ views and opinions; •

Provide participants time to express opinions, give examples and ask others to listen;•

Stimulate creative ideas;•

Encourage everyone to contribute; and•

Look for practical methods to promote participants’ involvement.•


agronoMIC PraCTICes for growIng CroPs Agronomic practices include activities farmers carry out in the field in order to achieve good crop yield. They in-clude:

Early land Preparation

The land should be prepared on time in order to produce better crop yield. Early land preparation allows complete breakdown of the organic matter which is the main source of nutrients to crops. This also ensures that crops are planted so as to take full advantage of the season’s rains.

Planting

Plant your crops at the onset of the rainy season so as to utilize the season’s rain and nutrients.

Advantages of early planting:

Lessens the dangers of natural crop enemies such as pest and diseases;•

Crops will mature earlier than the weeds, thus lessening a weed problem;•

Better prices for the crops as they are ready for harvest early; and•

Even out labor utilization on the farm without congestion.•

apply recommended Spacing

This will help obtain the optimum plant population per piece of land leading to larger yields.

Advantages of applying recommended spacing:

Results in optimum plant population thus higher yields;•

Farm operations are made easier (e.g. weeding, spraying, harvesting etc.);•

Lowers disease incidences (e.g. G nut rosette);•

Correct seed rate is achieved, hence avoiding seed wastage during planting; and•

Weeds are smothered by proper spacing.•

Planting Depth

The recommended plant depth depends on the size of the seed/ planting material and the amount of moisture in the soil. Thus in areas of low rainfall, seeds should be planted deeper. In areas with high rainfall, deeper planting is dis-couraged as it affects the germination rate.

Proper Seed Bed Preparation

The seed bed must generally be prepared to suit the planting material and the requirements of the plant so as to encour-age the establishment of the crop by

Exposing and killing weeds;•

Breaking the soil and improving water infiltration;•

Improving aeration of the soil; and•

Burying residue from previous crops as well as killing pests and their eggs (desiccation at surface).•

Weeding

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Weeds harbor crop pests and disease causing agents. Weeding must be done early in order to reduce competition be-tween the weeds and desired crops and thus, ensure good yields.

application of fertilizer or manure

This helps to improve the soil fertility thus ensuring vigorous plant growth and healthier crops.

Thinning

Remove excess / diseased/ or weakly growing seedlings from the planting hole so as to leave the vigorously growing ones. Thinning also reduces the competition for space, nutrients, and moisture among plants.

gap filling

This is the planting of crops/ seeds in holes where the seeds have not germinated or not dropped at all during planting. Gap fill is also done to obtain optimum plant population per the piece of land planted.

Pruning

Removing excess/ diseased /old or injured plant parts, roots/ leaves/ suckers from a plant. Pruning also aims at direct-ing the growth of the plant in the desired direction by concentrating food sap material on specific parts of the plant which are necessary for desired products. It helps prevent disease spreading to other parts of the plant.

Pests and Disease Control

Early identification of disease and pest symptoms in the crop field coupled with immediate control is important in reducing losses. Spray with recommended pesticide or other cultural practices.

mulching

This is the practice of covering up the soil surface with organic materials (e.g. grass, leaves, etc.) to reduce the loss of moisture content from the soil, control weeds. In addition to adding organic matter to the soil upon decomposition, mulching helps produce higher yields.

Staking

Especially with tomatoes and bananas, staking helps reduce lodging, disease, and pest attack, resulting in better pro-duction.

Drainage

This helps remove excess water and creates a favorable environment for crop growth. It mainly involves constructing drainage channels that lead excess water away from the field.

Harvesting

The time for harvesting can be determined by the maturity of the useful plant parts. The crop is considered mature when the product part has accumulated maximum dry matter. Also, maturity may be associated with changes in color or with loss of vegetative parts.


use of CheMICals

Precautions to Take When Using Chemicals (Herbicides, Fungicides, Insecticides, and Pesticides are Poisonous):

Before using pesticides, read the manufacturer’s instructions and follow them exactly;•

Store them in airtight containers and label them clearly;•

Keep them out of children’s reach;•

Always use the correct size for the insect pest or soil type;•

Wear gloves, clothing that covers arms, legs, and a mask when spraying;•

Do not reuse chemical containers and tools for anything else;•

Burn or bury empty container of chemicals; and•

Spray tropical pesticides and herbicides directly on the plant.•

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good agronoMIC PraCTICes

Example: Tomatoes in the field

In the picture, the plants are supported by stak-ing and training. This improves the quality of the fruits by removing their contact with the soil and giving them adequate exposure to light and air. The plants are tied to the sticks using materials such as sisal. Staking is done when the vines are 28 to 36cm tall. Reasons for stak-ing tomatoes:

Production of clean fruits;•

Facilitate spraying and harvesting;•

Control incidences of disease out breaks • such as blight; and

Prevents infestation by soil borne pests •

Tomato plants grow and yield well when they have enough support during the growing stage.

Example: Tomatoes in the demonstration plots have reached the stage of bearing fruits and are almost 80% ripe. (photo bottom left)

Pleased ex-combatants are harvesting mature tomato fruits. Maturity in days: 90-100 days.

Pick mature fruits that have started turning red. Pick fruits with a stalk on. Carry in a wooden box with smooth lin-ing.

Ex-combatants from this department take the harvested tomatoes to Mapel trading center for sale.(photo bottom right)


land PreParaTIon

This is the process of preparing land to receive the planting materials.

Objectives/importance of land preparation:

To kill weeds•

To bury the residue of the previous crops in order to make planting easy•

To add fertilizer to the soil•

To improve the aeration of the soil•

To destroy pest cycles in the area•

To level the land•

Methods of Land Preparation:

Hand/Manual:• Involves the uses of hand tools. The source of power is man or woman;

Ox-cultivation:• Involves the use of ox- drawn implements. The source of power is from animals; and

Mechanical land preparation:• Involves the use of motorized machines (e.g. tractors).

The land should be ploughed and harrowed during a dry spell so that all the weeds die before transplanting is done. This gives the seedlings time to grow before more weeds come up. Early land preparation is important for early plant-ing so as to take full advantage of the rains.

Land preparation aims at loosening deep soil with a sufficiently moderate tilt to allow even seeding and uniform emergence.

Basic garden Tools and Equipment

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PlanTIng

Holes are made in the soil and seeds or seedlings are dropped in and then lightly covered with thin soil layers.

Two methods of planting are generally used in South Sudan:

Broadcasting. • In this method seeds are scattered all over the seedbed without any order. This methods has the following advantages:

Saves labor ˏIt is quick ˏProvides good ground cover which helps control soil erosion ˏIt is good for small seeds (e.g.millet) ˏ

Row planting.• The planting materials are placed in rows or lines in the garden. This method has the following advantages:

Uniform spacing is achieved ˏGives optimum plant population ˏThere is uniform depth of seed placement ˏIt saves seeds ˏ

Planting Process

Planting is done by dibbling or digging holes in the soil with hand hoes and then dropping seeds in the holes, followed by lightly covering the seeds with a thin soil layer (twice the size of the seeds). The soil around the seed should be firmed, and most importantly, the planting should be done in rows with two (2) seeds per hole for certified seeds in small scale farms. However, modern commercial farms only require a single seed per hole. With sufficient soil moisture at the beginning of the growing season, uniformity of the seedling depends on:

Seed quality (viability and purity)•

Seed treatment against soil borne pathogen•

Proper seeding methods (depth and spacing)•

Correct seed quantity•

Table 1: recommended Spacing for Select Vegetables

S/NO CrOPS SPaCINg

1Tomato

money maker 100x50 cm

staking types 90x45 cm

other varieties 90x45 cm

2 Cabbage 90x60 cm

3 Onion 45x10 cm

4 Amaranths(dodo) 60x60 cm

5 Kale 60x60 cm

6 Eggplant 100x100 cm

7 OkraTall grow varieties 60x60 cm

Short grow varieties 90x60 cm


TransPlanTIng seedlIngs

When the seedlings are moved from the nursery and planted in the main field, the seedlings should be transplanted when they reach a reasonable size, depending on the type of crops.

Seedlings in the nursery are ready for transplanting when they are one month old, have 4-6 leaves, or are about 10-15 cms in height. The nursery must be adequately watered 3-4 hours before lifting the seedlings. This ensures that the seedlings lift easily with a ball of earth around the roots, thus minimizing root damage.

Healthy growing seedlings are selected and lifted from the nursery using a garden trowel. Transplanting can done when the weather is cool and preferably in the evening.

The seedling is planted at the same depth as it is in the nursery. The lower leaves should not touch the soil.

Transplanting is done:

When seedlings reach 4-6 weeks;•

Seedlings have 4-6 true leaves;•

In the evening or during cool weather;•

During the rainy season; and•

In dry periods albeit the seedlings have • to be watered frequently.

Common mistakes That Kill Seedlings

Storing seedlings in a bucket of water for more • than 1-2 hours;

Planting seedlings too deep or too shallow;•

Allowing roots to curl back toward the top of the • hole;

Not allowing proper root spread;•

Planting in sod without good site preparation; •

Planting in dry soil;•

Planting species not adaptable to the site;•

Planting where brush competition will crowd out • the seedlings; and

Planting seedlings where they will not receive suf-• ficient sunlight.

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farM Tools and equIPMenT

People through the years have produced various tools to help them. Farming has advanced from wooden hoes to so-phisticated machines and equipment. Some of these machines even carry out the planting, weeding, harvesting, and processing of different farm products. Such tools enable the farmers to operate efficiently. With the help of machines, the quality and quantity of production have increased while production costs have reduced.

gardening Tools

Write the name for this tool in the local language. Have extra copies, so the trainees have a copy when you leave.

Hand hoe

The hoe is a common gardening implement on almost all farms. It is used in all forms of cultivation ranging from seedbed preparation, planting, and weeding to harvesting.

fork hoe

Designed for cultivation in places where there is couch grass infestation. A forked hoe is a useful cultivation tool in stony areas where the common hand hoe is likely to be damaged.

gardener hoe

Used for weeding in close spaces between rows of vegetables crops.

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gardener trowel

Used for gently uprooting seedlings that are ready for transplanting to their beds where they will grow and mature.

Watering can

Used for watering seed boxes, potted plants, and nursery beds seedlings.

Dibber

Used for making holes in transplanting work

Pick axe/mattock

Used for digging pits, especially through the sub-soil layer where the soil is compact. It is a useful tool for digging out stones and tree stumps during the preliminary stages of land preparation for cultivation.


Panga

Used for cutting down trees for fire wood as well as cutting thatch grass and fodder for feeding livestock.

Wheel barrow

Used for carrying small loads on the farm.

Hayfork

It is designed for gathering and lifting light and dry grass which may be used as mulch in vegetable gardens

rake

Used for collecting leaves and grasses as well as removing small stones and rubbish from nursery seed beds.

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Slasher

Used for slashing short grass on lawns and light vegetation in fields before plowing. Also used for trimming hedges.

Bill hook

Used for cutting down tall grass and small trees during land clearing periods.

Sickle

Cutting grass for thatching but when tied on a long handle could be used for slashing small thickets and bushes on a large scale. Also used during harvesting of small grains such as rich wheat.

axe

Used for felling big trees and cutting down tree stumps at the root level.


Knives

Very useful for making accurate cuts during vegetative propagation procedures and also for cutting small unwanted branches off fruit trees during pruning.

Pruning saw

Used for pruning purposes on plantation crops (e.g. coffee, citrus and tea), especially for cutting hard, old stems and branches of trees.

Selecting and Buying Tools

Farmers select tools based on:

The nature of the work;•

Cost;•

Types of power used on the farm; and•

Condition of the land in which such a tool or machine is going to work.•

Care and maintenance of Tools

Each tool should be used for its designed purpose;•

The tools should be handled correctly during the course of working;•

After each use, tools should be cleaned and serviced for the next work day, i.e. the bolt and nuts must be tightened • and the cutting edges sharpened; and

During storage, tools should be kept neatly in a dry place.•

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Spraying Tools

There are many models of compressor knapsack sprayers available on the market. Individual farmers choose their models according to what is available in the locality, the cost, and how portable the equipment is.

Knapsack sprayer

Hydraulic knapsack sprayer

Bucket sprayer pump


Hand sprayer

Used to spray mosquitoes, flies, bugs, cockroaches, and other insects at home.

How the Pump Works

The pump is operated by a handle which is wide enough to allow the operator a firm grip with both hands. It has a double action mechanism, i.e. the pump delivers fluid upon both, up and down, strokes of the piston. This helps to maintain a steady stream.

maintenance of spring equipment:

Wash all parts thoroughly after work; first with clean water and then with 10% solution of washing soda;•

Some of the washing soda should be left in the equipment for 24 hours;•

All nozzles, filters, hoses, and pipes should be unblocked then assembled and flushed with clean water;•

All rubber parts should be well washed and stored in a cool dry place; and•

Oiling and greasing should be done according to the manufacturers’ instructions;•

Safety Precautions

Care should be taken when handling spray chemicals because many of them are poisonous to operators.

Protective clothing includes:1)

Overalls;•

Head shield;•

Goggles;•

Gloves;•

Rubber boots;•

Operator should not smoke, eat or drink while using equipment;2)

He/she should avoid absorbing poison through the mouth, nose and skin;3)

He/she should consider the direction of the wind while spraying.

Tillage Implements

These are used for inverting the soil and burying the weeds. The most common include:

Mould board;•

Disc plow; •

Chisel plough; •

Sub soilers for deep plowing.•

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an ox-drawn mould board plow:

Main beam is where all other parts are attached•

Handles bars: enable the operator to hold and steer •

Mould board: inverts the furrows slice and covers the vegetation material•

Hake is where the depth rod can be regulated•

Frog provides attachments for the mould board landslides and share•

Share: cuts the furrow slice and passes it to the mould board•

Draft rod is where a chain is connected from the yoke for pulling purposes•

Landslide: helps to stabilize the plough•

Depth rod is used to adjust the depth and width of the operation•

a Tractor mould Board Plow:


Disc Plow:

Main Beam: supports all the implements and provides an attachment for all parts of the plough•

Disc: cut, turn, and invert furrow slice•

Furrow wheel helps to balance the plough•

Scrapper keeps the disc clean and help to invert the furrow slice completely•

Top link bracket is used to mount the plough on to the tractor.•

Depth wheel: it can be lowered or raised to increase or decrease the plough’s depth of penetration respectively•

Advantages of a disc plough:

Can be used in hard, dry areas;•

Works well in all types of soil;•

Requires less tractor power to pull than mould board of the same weight; and•

Cheap to maintain.•

Disadvantages of a disc plough:

Does not bury the vegetation as well as the mould board plough;•

Heavier than the mould board plough, so it needs more tractor horse power to pull; and•

Requires more skills to use and maintain.•

Maintenance of a disc plough:

Tighten bolts and nuts;•

Keep the disc blades and coulters with old engine oil when not in use;•

Keep all wheel and disc bearings greased; and•

Scrap soil off disc and disc coulters after ploughing.•

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Planting Equipment

Planting refers to the placement of planting material at a particular depth in the soil.

The most common planting equipment is the row crop planter.

row crop planter

Components of a row crop planter:

• Press wheel: drives a chain which in turn drives the sprocket;•

• Sprocket drives the seed plate found inside the seed hopper;•

• Seed plate rotates with the seeds in its cells; each cell eventually comes to the discharge hole allowing the • seed held in the cell to drop into the delivery tube;

• Placing the seeds: the seed/seeds exit the delivery tube and are dropped into an already made furrow;•

• Covering the seeds: the press wheel covers the seeds.•

Advantages of row crop planters:

• Enable farmers to save time;•

• Plant seeds at uniform depth and give uniform germination; and•

• Less labor needed to sow seeds per unit area of land.•


nuMeraCy and lITeraCy

While there is a separate material for numeracy and literacy, some topics in this handbook have simple math as it ap-plies to farming.

For example, chapter on names of fruits, vegetables, and other crops

176 SECTION I


farMIng as a busIness

Before starting a business, it is necessary to learn if one is capable of running a business as well as producing good quality crops in the required amounts and at a reasonable price. The interested person needs to collect a lot of informa-tion and ask oneself many questions before making a decision to become a small scale farmer.

One should go through seven steps in making the decision:

• Find out if there is a good market for the crops you want to grow.•

• Find out if you can produce crops that will satisfy the market.•

• Are you capable of running a business successfully?•

• How much money will it take to start your farming business?•

• Think about all the information you collect, decide on what kind of profit you might make, and the chances • for it being successful.

Plant a plot of land for at least one session/season and sell your crops on a trial basis.

Market Research is an organized way for business owners to get accurate information to help them plan and organize their business.

For farmers, market research entails:

What crops and varieties do customers want?•

What prices are customers willing to pay?•

How much of a crop should you produce each season?•

Who are my potential customers?•

Market research should be done before you start a business and every 3-4 years after that to make sure you are aware of changes in the market.

Two approaches are described in this manual for doing market research: informal surveys and research by observa-tion. An informal survey is a way to get information from a small group of people to represent the views of a larger group. Research by observation means observing a situation and making conclusions based on what you saw.

178 SECTION I

InforMal survey

When doing market research on seeds, you should get information from different kinds of people or organizations: farmers, farmers’ associations and organizations, traders, shopkeepers, schools, development organizations such as NGOs, and projects.

CONDuCT marKET rESEarCH WITH DIffErENT POTENTIal CuSTOmErS!

Collect different kinds of information from each source using different methods as outlined below:

Discussion topics with various focus groups:

Farmers and Farmers’ Groups:•

Crop Demand; ˏ

Crop preferences; ˏ

Varieties being grown; ˏ

Interest in new varieties; ˏ

Issues of concern regarding quality; ˏ

Price willing to pay. ˏ

Traders and shopkeepers: ˏ

Price of crops sold; ˏ

Varieties of crops sold; ˏ

Quantities Sold; ˏ

Profit mark-up; ˏ

Problems selling crops; ˏ

Price willing to pay; ˏ

Interest in placing bulk orders; ˏ


Location. ˏ

Schools and NGOs:•

Interest in buying crops; ˏ

Price willing to pay; ˏ

Preferred crops; ˏ

Interest in placing bulk orders. ˏ

Decide how many people and organizations you will talk to. If your target market is large, you will need to conduct your survey in several villages. Make sure you talk to people you do not know so as to get many different views. The following numbers should help to guide you:

Farmers: 20 per village. Select households that belong to different wealth groups (5 rich, 8 of average wealth, and • 7 poor is suggested);

Traders: 5-7;•

Schools: 3-5;•

Development organizations: depends on how many exist.•

First, make a list of questions you will ask. Visit people and organizations you have selected to ask them questions on your list. It is important to talk to the person in the household who is responsible for managing seeds when talking to farmers. Usually, this is a woman. Write down the answers people give so that you can look at the answers later and make decisions.

researCh by observaTIon

You can get additional information to help you understand demand for seeds by observing what is happening in your community. Visit several markets and shops at different times of the year to see who sells crops, what kind of crops are being sold, the quality of the crops, when people buy crops, and what kinds of questions they ask sellers.

seleCTIng CroPs and varIeTIes for your busIness

You will have to decide which crops and varieties to produce and how many different crops to handle. Make the final decision after you have completed market research.

Producing more than one crop has several advantages:

When demand goes down for one crop, you can produce another crop;•

You can still make money when practicing crop rotation;•

You have more than one product, which is likely to increase your profits and reduce risks from seasonal weather • problems.

The most important disadvantages of working with more than one crop are that you will have to work harder and will

180 SECTION I

need more equipment and expertise.

To ensure the success of your business, it is best to limit the number of crops you work with to 1 or 2 at a time. If you decide to produce 2 crops, make sure to select crops that can be planted in rotation to save land. For example, beans and potatoes make a good combination. You may decide to plant both crops each season or only one crop per season.

The varieties you select to multiply will greatly determine the success of your business.


deCIdIng on The sCale of your busIness

In doing market research, it is important to consider which market your business will target. Will you supply crops to traders and shopkeepers in your own village and nearby villages, to farmers traders and shopkeepers in a wider area (many villages), the whole district or a wider region?

Your target market will obviously depend on how big you expect your business to be and the resources (land, labor, money, time) you have.

am I the right type of person to run a farming business successfully?

Can you successfully manage a farm business?

Do you have the right skills for a farming business?

Should you work as an individual or a group?

Some people are better at operating a business than others. It is also important to recognize that some businesses are more difficult to operate than others and may require more developed business skills. A farming business is a complex type of business which requires strong business skills because:

the market is not steady (it changes all the time);•

there may be competition from other farmers;•

it is difficult to know or predict customers’ buying habits; and•

The weather may be unfavorable.•

You need skills in the following eight areas to operate a farming business successfully. The first three are personal skills that come from your past experiences and are part of your own character. These three skills will not be taught in this handbook.

Experience in farming:1. If you do not have good experience and knowledge of farming, you will be unable to produce a good crop or make decisions about how to grow the crop;

Desire to succeed:2. When a business begins, there is much excitement. The desire to succeed is strong and you have much support. The new crops and the new ways of producing crops make you feel good. Later on there may

182 SECTION I

be problems: drought, too much rain, customers do not buy as much as expected, someone falls ill in the family and needs money for the hospital.

You begin to wonder if starting a business was the right decision. If you have a strong desire to succeed, you will know that problems always come up, but they can be overcome. Your belief in your own ability will allow you to succeed;

Ability to take risks:3. Starting a business is always risky, but not all people are good at taking risks. For some people risk taking, even in small things, is difficult. Such people prefer to rely on what they know well rather than try something new. Other people are willing to take small risks but only after thinking carefully about whether they can afford it.

Risk taking can be lessened by knowing your business well, knowing the market you are supplying, and the com-petition to your business. However, certain risks such as the weather, government policies, changes in demand, diseases, pests, and theft are beyond anyone’s control.

The following skills can be taught and learned. These will be mentioned briefly now, but will be addressed in detail later on in this manual.

Market research:4. You will need to find out information about what crops and varieties traders and shopkeepers want and what price they are willing to pay.

Financial knowledge5. : You will need to know, at all times, even before you begin how to tell if your business is profitable. You will also need to know how to work out what you need to spend (expenses) and what you expect to earn (income).

Business sense: 6. You will need to understand all aspects of your seed business and how to manage it.

Salesmanship:7. You should have the ability to convince customers why they should buy your products rather than products from other sources.

Service:8. You will need to know how to treat customers.


workIng as an IndIvIdual or a grouP

A farming business can be operated by an individual or a group. Some advantages and disadvantages of working in these ways are listed below.

Operating a seed business as an individual

advantages:

The sole owner can make all decisions without asking permission from someone else;•

The income that is earned goes to the owner;•

You can try new ideas, new methods, and new marketing techniques without asking anyone;•

There are no problems of mistrust or misunderstanding if you own a business alone.•

Disadvantages:

The total financial burden rests on the owner;•

You can obtain outside assistance in making decisions as an individual, but this can be costly and time consum-• ing;

Some people may feel isolated as a sole owner rather than as part of a group;•

All the risks, equipment, and inputs are the responsibility of one person. •

Operating a seed business as a group

advantages:

The costs of transport, marketing, and distributing fertilizer and seeds can be shared;•

Buying inputs like fertilizer, insecticide, and chemicals for treating seed in large quantities lowers the cost;•

Groups often have improved access to credit at a lower cost;•

More people working together can lead to higher levels of production and a higher level of income may be achieved. • Increased production may create savings which can be used to expand production or meet other needs;

People learn how to work together, analyze problems together, and make future plans together;•

Women may have better access to land and other resources when organized in groups.•

Consider whether you should operate your farm with a group of farmers

184 SECTION I

Disadvantages:

There may be conflict among group members for many reasons;•

Sometimes groups depend too much on outside financing as opposed to self-financing;•

If group leadership is weak, the group is likely to fail at meeting desired goals and membership will decline;•

Poor record keeping may cause confusion within the group on expenditures, marketing, and sales;•

If a few members make all the decisions, other members may become dissatisfied because they have no chance • to offer opinions.

If you decide to work as a group, there are several ways to organize yourself:

Group members do all crop production activities together and share profits;•

Group members grow crops on an individual basis but come together to do some activities such as storage or • marketing;

Group members only get together to buy materials and inputs in order to reduce the cost.•

It may be better to work with a group that already has success and experience working together.

Think carefully about the advantages and disadvantages of organizing yourself before making a decision.


esTIMaTIng InvesTMenTs needed

What do I need to invest in order to make a farming business successful?

Estimate how much it will cost to start-up a farm•

Estimate income and expenses for one year•

Estimate how much profit you can expect to make•

Before you start a business, you should develop a business plan to evaluate whether you can afford to start the business and if you will make money. This means calculating the following:

fixed and working costs;•

the selling price;•

annual income from sales; and•

profitability of the business.•

Business Costs

There are two types of business costs: fixed costs and working costs. Fixed and working costs combined are called the costs of production. Fixed costs are one-time costs that occur when starting up a business. Fixed costs for a farming business include tools, storage construction, and equipment that last for more than one production cycle but not for many years. Buying or renting land may also be part of your fixed costs.

The fixed costs for the Kabale Bean Seed Producers are shown in the table below.

Working costs are the costs that occur each season at all stages of production from cultivation to selling the crop. Working costs include inputs: materials, equipment, seed, fertilizer, labour, transport, and packaging material. The cost of renting land may be part of working costs if you rent land regularly. It is important to know that work costs get larger as the area of land to be planted gets larger because you will need more of each item. Look at the working costs for the Kabale Bean Seed Producers and Mr. Tusiime, a potato seed producer.

186 SECTION I

When you start a business, you must have money to pay for both fixed and working costs before you begin. It is im-portant to remember that there will be no income from your business until the first crop has been harvested. Therefore, before starting a business, you must plan where the money will come from. Money may come from your own savings or may be borrowed. But if you borrow money, think about whether you can repay the loan and still have enough income to cover your business costs.

Since costs are related to the area to be planted, an important decision before you begin the business is how much seed and land you want to plant. You should reach this decision by considering available resources (land, labor, time), how much money you have to invest in the business, and the estimated level of demand for your crops. It is always better to start small and expand over time.


To be a successful producer you should try to keep costs of production low and increase yields. This can be done by:

Planting high yielding varieties;•

Planting varieties that are tolerant to disease and pests in the area;•

Planting good quality seed;•

Choosing soils that are fertile or by using fertilizer, compost or green manure to improve soil fertility;•

Managing your fields well by planting on time, keeping the fields clear of weeds, managing diseases and pests • well, harvesting on time, and storing the crops properly.

Poor weather conditions also affect yield and crop performance, but there is little you can do about that prob-lem

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CalCulaTIng The sellIng PrICe

Once you know all costs needed for operating your business, calculate the price at which you should sell your crops in order to make a profit.

The selling price is the cost of producing a certain amount of your crop (for example, a bag or a kilo) (cost of produc-tion), plus the producer’s profit (profit markup). Later on we will discuss an amount to cover the cost for equipment used (depreciation).

Selling price = costs of production + profit markup (+ depreciation)

Here is an example of how Mrs. Mafabi, a bean seed producer, calculated her selling price.

Step 1: Calculate the cost of production

Mrs. Mafabi plans to plant 300 kilos of bean seed at a total cost of SSP 288,000. After harvesting and sorting, she expects to be left with 4000 kilos of bean seed.

She divides her total costs (SSP 288,000) by the amount of seed produced (4000 kilos):

SSP 288,000/4000 = 72.

This means it costs SSP 72 to produce 1 kilo of bean seed.

Mrs. Mafabi must, therefore, sell each kilo of seed at SSP 72 to cover the cost of producing it. If she sold a kilo of bean seed for SSP 72, she would not make a profit. She must, therefore, add a profit markup to the cost of production so that she can make profit from her sales.

Step 2: Calculate profit markup

As a general guideline, the profit markup can be 20-50% of the production cost per unit. Profit markup will differ by variety and depending on customer likes which can vary a great deal. Since customers are willing to pay more for varieties they like, you can charge a higher profit markup for those varieties. On the other hand, you should charge less for varieties that look different or are less appreciated and which have a small market.

Mrs. Mafabi thinks a profit markup of 25% is fair. She calculates 25% of SSP 72.

Multiply 72 x .25= SSP 18

Add the profit markup of SSP 18 to SSP 72 (cost to produce per kilo).

SSP 18+ SSP 72 = SSP 90.

In deciding on a profit markup, you will need to ask yourself the following questions:

Will most customers be willing to pay this price?•

Is this price competitive with the price of other produce (lettuce, tomatoes, corn) of the same quality?•

Will this price allow a trader or shop owner to add his or her own profit markup and still be able to sell? The trader • or shop owner will increase the price he/she paid you by two or more, so concern yourself with your own price.

If the answer to any of these questions in no, consider lowering your profit mark up.

The following material applies to Depreciation. If this appears difficult to understand or you have some question about how it applies to the selling price, wait until it can be explained properly by an extension worker or an experienced farmer.


Step 3: Calculate depreciation

Tools, equipment and buildings get old, broken, and need to be replaced. As equipment is worth less after each year of use, this cost must be included in the selling price by subtracting a small amount of money each year from the original price of the equipment. It is difficult to decide how much money to add to the selling price to cover the cost of each tool or piece of equipment as farmers use many different types of tools and equipment. The easiest method is to estimate the depreciation of the most expensive pieces of equipment (no more than 2).

For example:

Mrs. Mafabi bought a threshing rack for SSP 9,000. The threshing rack has a life span of 3 seasons before it wears out. To get the depreciation cost, divide the cost of the equipment by its expected life span.

Mrs. Mafabi divided SSP 9,000 by 3. 9,000/3 = SSP 3000. SSP 3000 is the cost of using the threshing rack for one year.

Mrs. Mafabi divides the total amount of seed she expects to sell (4000 kg) by the value of depreciation to the threshing rack. 4000/3000=1.33. The 1.33 can be disregarded. If this were 50, then add another shilling to the price.

Mrs. Mafabi adds SSP 1 to the price of each kilo of seed. SSP 90 (cost of production + profit markup) + SSP 1 (depre-ciation) = SSP 91. Adding an amount for depreciation allows her to make enough money to replace her old threshing rack after 3 seasons.

The selling price of each kilo of bean seed in this example is SSP 91. By including the cost of production, profit markup, and depreciation when setting the selling price, you will make a profit from your farming business. If crops are sold for less than it costs to produce them, the business will fail. If the production costs are too high, the products may be too expensive for the buyers.

The following table shows depreciation of fixed cost items used by the Kabale Bean Producers in one season. Depre-ciation for each item is calculated from a previous table.

190 SECTION I

esTIMaTed annual InCoMe froM sales

Once you have calculated the selling price of your crops, you are ready to calculate your estimated annual income from sales. Follow three steps to calculate the amount of income from sales for each planting season per year.

Step 1: Estimate the sales price and the amount of each crop you expect to sell each season. This calculation must be done separately for each variety.

Mrs. Mafabi expects to sell 4000 kgs of beans produced in the first season for SSP 91 per kilo. She expects to sell 3500 kgs produced in the second season for SSP 98.

first season Second season

Sale price for one kilo SSP 91 SSP 98

Amount to be sold (Kilos) 4,000 3,500

Step 2: Calculate the total Income from the first season

Total

First Season 91x4,000 SSP 364,000

Second Season 98x3,500 SSP 343,000

Step 3: To get annual income, add total income from both seasons

Mrs. Mafabi expects to get an annual income of SSP 707,000 in her first year of crop production.

Step 4: Calculate profit

Profit is the income from sales minus the cost of sales.

Mrs. Mafabi calculates her profit by subtracting her annual income of SSP 707,000 from her annual cost of sale of SSP 498,000 (cost of sale from the two seasons: SSP 288,000 + SSP 210,000 = SSP 498,000).

Mrs. Mafabi’s annual profit is SSP 209,000.

Step 5: Making conclusions about profitability

Decide whether the amount of estimated profit is worthy of the amount of work that you will have to put into your business.


Once you have completed the steps discussed so far and reflected on the information collected, you are ready to grow seed/crops on a trial basis. This stage is important because it allows you to have the actual experience of growing and selling crops without taking a big risk. Grow seed/crops for at least one season, sell them, and calculate the profit-ability of your business.

If you are able to sell profitably, make the decision to start a farming business.

If you are not able to sell profitably, try another variety of the crop you tested or change crops.

In either case, you will have to repeat some of the steps in making the decision to start a business. After the trial, you may also decide that farming is not the right business for you and give up the idea.

192 SECTION I

busIness PlannIng

Planning means thinking and working out what to do about something before it happens.

There are two stages in planning a business. It is important to think about and work out what to do before you start a business. Once your business is established, you will have to plan every season or year so as to improve your business in the future.

There are three important reasons why planning is important for your seed business:

A plan shows you which part of your business you need to improve;•

A plan shows you the amount of money you can expect to see coming into and going out of your business;•

A plan shows a lending institution such as a bank how well your business can expect to do in the future. •

This chapter shows you how to prepare three types of plans: a business plan, a sales and costs plan, and a cash • flow plan.

PreParIng a busIness Plan

Preparing a business plan will help you to clarify and focus your ideas. It will also make you feel more confident about succeeding. If prepared properly, a business plan shows a lending institution how much money you need and how you will repay a loan. A business plan should have the following information:

Introduction: describe which crops and what type of seed your business will produce, why the business is a good • idea, and who your customers are;

Information about yourself: include your name, the name of the business, your qualifications and experience;•

Describe the product: give details of the varieties you will multiply, quality control measures, packaging etc. • Explain what is special about your product;

Describe the market: Who are the customers? Where are they? How big is the market? Is demand growing or fall-• ing? Who are your competitors and what will they do if you start producing?

Describe your selling plan: How will you distribute and sell your product? How will you promote your product • and why will your methods be successful?

Equipment needed: where will the business be located? How will you obtain land? What equipment do you need, •


why, and what are the costs?

Describe the finances needed: What finances will you need to start the business and operate it for one year? How • much of your own resources will be put into the business? If you are seeking a loan, how much money is needed and what is it needed for? What security will you offer on the loan?

What are your plans for the future? What are your objectives in running the business? How will you achieve • them? What do you expect to happen over the next three to five years?

An example of a business plan is at the end of this handbook.

PreParIng a sales and CosTs Plan

A sales and costs plan allows you to make a forecast of your sales and costs for each month of the next year. This allows you to know how much profit you can expect to make next season or year. For a farming business, it is advis-able to make a sales and costs plan for either a season or year in advance depending on whether there are one or two growing seasons per year. Make your sales and costs plan before you need to use it.

Step 1

Estimate fixed and working costs. You can get this information from your business records. Is there anything that you can improve on? Did you use the cheapest materials possible (however, do not forget the quality of the materials when making this assessment)? Did you waste materials? Next, get information about next year. Think of anything that may affect your costs.

Step 2

Make a forecast of sales and profit for each month. To make a forecast, get information about what happened last year. You can get this information from your business records. Think carefully about what happened in the past. Is there anything that you can improve on? Next, get information about next year. Think of anything that may affect your sales and profits. This forecast can also be divided into planting seasons. Ask yourself the following questions:

Products (crops or varieties)

Which products sold well? Why?•

Which products sold badly? Why?•

What products do your customers want?•

Can you sell new products?•

Price

Were your customers willing to pay the prices you set?•

Were the prices high enough to give your business a profit?•

Do you need to increase or decrease your prices?•

Sales

Did you sell seed directly to customers or did you sell to retailers? Which way of selling brought more profit?•

How did you promote your product?•

What type of promotion gave the highest sales and best profit for your business?•

What is the best kind of distribution system for your business?•

What can you do to promote your product?•

194 SECTION I

Step 3

Use your sales and costs plan to improve your business. At the end of each month, compare the amount in your sales and costs plan with the actual amounts you record in your record book. Use your plan to check if your business is do-ing as well as you expected.

Are your sales for the month as high as the sales you forecast? If not, find out why the sales are lower than you • expected.

Are your costs for the month higher than the costs you forecast? If so, find out why the costs are higher.•

Is the profit for the month lower than the profit you forecast? Look for the reason why your profit is not as high • as you expected.

PreParIng a Cash flow Plan

A cash flow plan predicts how much cash you expect to come into your business and how much cash you expect to go out of your business each month. This type of plan helps you to make sure that your business does not run out of cash at any time. It gives you a warning in advance about future cash shortages so you can solve problems before they happen. Comparing this with the actual cash flow you experience gives you an excellent way to determine how accurate your forecasting is compared to what the business really does. You can make a cash flow plan for a season or a longer period.

Here is a cash flow plan for Mr Tusiime’s potato seed business.

Follow 10 steps to make a cash flow plan. Steps 1-4 are for CASH IN. Steps 5-9 are for CASH OUT. Look at the steps for the month of March.

Step 1. Enter the amount of cash you expect to have in the cash box and bank account (if you have one) at the begin-ning of March. Write this amount in the space next to cash at the start of the month.

Step 2. Look at your sales and costs plan. Find the forecast you made for cash sales for the month of March. Write this amount in the space next to “cash in from sales”.

Step 3. You may get cash from other sources besides sales such as a bank loan, interest from your bank account or a donation. Write this amount in the space next to “any other cash in”.

Step 4. Add up all the cash in amounts from steps 1, 2, and 3 to get the total cash in. Write in this amount in the space next to “total cash in”.

Step 5. In the month of March you may buy materials for your business. Look at your sales and costs plans under the month of March. Write the amount you estimated for materials in the space next to “cash out for materials”.


Step 6. Look at your sales and costs plans under the month of March to see how much you estimated spending on working costs. Write the amount you estimated in the space next to “cash out for working costs”.

Step 7. Will you buy any equipment in March? Find out the costs and write this amount in the space next to “cash out for planned investment in equipment”.

Step 8. Is there any other amount of cash you forecast your business will pay out in the month, such as loan repay-ment? Write in this amount in the space next to “any other cash out”. If there are no costs in this category leave this space empty.

Step 9. Add up all the “cash out” amounts from Steps 5, 6, 7, and 8. This is the total cash amount you expect to go out of your business during March.

Step 10. Subtract the total cash out from the total cash in to get the amount left in the cash box and bank account at the end of March. Remember that cash at the end of the month is the same as cash at the start of the next month.

Mr Tusiime’s cash flow plan shows that at the end of the three month period he expects to have SSP 9,360.

Use your cash flow plan to make sure that your business has enough cash all the time. If your cash flow plan shows that your business is likely to run out of cash during one month, think about the following questions:

Can you increase cash in from sales during that month? Consider whether you are giving too much credit.•

Can you reduce material costs for the month?•

Is it necessary to buy new equipment at this time? Can you buy equipment on credit or get a loan?•

CalCulaTIng neT worTh

Net worth is a calculation of what your business is worth at a certain point in time which tells you how well your busi-ness is doing. It is important to calculate net worth every six months. Follow these steps to calculate net worth.

196 SECTION I

Step 1. Calculate the value of all items related to your business that have money value. These are called assets. Assets in a farming business include crops not yet sold, equipment, tools, and any cash you have from crop sales.

Step 2. Calculate all fixed and working costs.

Step 3. Subtract the business costs from the value of your assets. This figure is the net worth of your business.

Mrs. Mafabi calculates the net worth for her seed business in March which is SSP 5,300.

Six months later, she calculates the net worth of her business again.

In September, the net worth of Mrs. Mafabi’s business is SSP 8,300. The net value of her business has improved in six months. Although her costs have increased, she is making enough profit to cover the expansion of her business. This could be due to several factors such as higher yields, higher prices, or both. This could also result from a lowering of production costs.


reCord keePIng To IMProve your busIness

Keeping records is important because you need accurate information about your business to make good business deci-sions. Business success depends on good record keeping.

Good record keeping will help you know:

How your money is being spent;•

When most sales are made;•

How your business is growing; and•

When to make purchases.•

Two kinds of records are important:

• Seasonal records: records of all sales, purchases, labor hired, land rented, transport, and other costs made during a season.

• Income projection: these are records indicating how much money you think you will make and spend over a certain period of time, for example a month or season. These records are estimates whose accuracy improves with experience and practice. Income projections help you predict the future of your business and decide on how to adjust expenditure and prices. Examples of income projection records are sales and cost plans and cash flow plans.

seasonal reCords

Seasonal records of all costs and sales should be kept in a ledger. A ledger is a special kind of exercise book for keep-ing business records. If you cannot buy a ledger, you can make one yourself using a ruler and a pen or pencil to make separate columns for all the information you will be recording. Keep all records for one season in the same ledger, but use a separate page for each. These are suggestions, but use whatever method is good for you as long as it contains all the proper information.

Divide your ledger into 2 or 3 sections:

Section 1: record items that make up your fixed and working costs. These records can be organized under the follow-ing headings, as indicated below: purchase ledger, labor ledger, land ledger, transport ledger, and a ledger for all other costs.

Records under section 1 of your ledger can be organized into sub-sections as follows:

Purchase ledger

A purchase ledger shows a list of all the items you have bought for your business, when you bought them, how much you bought, and how much you paid for them. Keep receipts for all purchases made. This record gives you an idea of how much you may need to spend in the future and can help to predict business profitability.

Items purchased Date of purchase Quantity purchased unit price Total price

labor ledger

A labor ledger shows a list of all hired labor, the number of days each person worked, and how much he or she was paid. This record allows you to plan future labor costs, provides you with figures for your monthly projections, and helps you to decide on the amount of labor you may need.

198 SECTION I

Name of Laborer Days Worked unit price per hour or day Total payment

land ledger

A land ledger is used to record the amount of land rented and the cost. This record allows you to plan future land costs and provides you with figures for your monthly projections.

Name of landlord Amount of land rented Cost per acre Total cost

Transport ledger

A transport ledger is used to record the cost of transporting seed to the market. This record helps you to predict at what time and how much money is needed for future transport costs.

Type of transport Date Quantity of seed trans-ported in kgs or bags

Cost per bag or kg

Total cost Destination

ledger for other costs

This ledger could be used for equipment rental, land payments or serve as a record for loan repayments. Another use might be for being able to tell rapidly how much you spent on materials and labor for building a seed store.

Quantity purchased Type unit cost Total cost

Section 2: record the amount of each crop and variety you have in stock and their unit price (e.g. per kilo or bag). This kind of record is called inventory control.

Record under section 2 of your ledger records related to inventory control and sales.

Inventory Control

Inventory control (also called stock control) records keep track of the quantity of seed that is available for sale. This record tells you accurately at all times how much seed of different varieties you have for sale. This information is important for making you aware of how much money you can make or lose depending on whether the seed is sold or not.

Date Quantity on hand unit price Total

Variety Variety Variety Variety Variety Variety price


Sales ledger

Record all sales made in the sales ledger by indicating the name of the buyer, the date the sale was made, the quantity purchased by variety, the unit price by variety, and the total price paid. This kind of record helps you to know what kind of people buy your seed, in what quantity, which varieties are most popular, and where your customers are lo-cated.

Name of buyer

Date Quantity on hand unit price Total price

Variety Variety Variety Variety Variety Variety

Section 3: Record business loans, if you have any.

Record keeping is important for planning purposes. Without careful record keeping your business is likely to fail.

200 SECTION I

knowIng The MarkeT

Know what customers want•

Treat customers well•

Deal with other competitors (other farmers)•

Create Demand•

Promote•

Package•

Transport•

know your CusToMers

As a farmer, you need to take into consideration the preferences of traders, shop keepers, and groups of customers. However, it is important to remember that traders represent the preferences of rural food buyers. Often the groups have different preferences. Farmers are concerned with the performance of a variety in the field, cooking quality, taste, and marketability. The most popular varieties of any crop will be good for both home consumption and sale.

As customers’ preferences change over time, conduct market research regularly (every 3-4 years) to improve your market awareness, find out what your customers want, and change your varieties or crops if necessary.

how To TreaT CusToMers

How you treat your customers can help increase your sales. Good, friendly service helps to sell all products! Smile when you greet customers.

Provide good service to your customers

Be prepared to answer questions they have about the varieties you are selling. Know the advantages and disadvantages of each variety and be prepared to talk about them. Be prepared to explain how you produce your seed and why it is different from other seed available locally.

If a customer is dissatisfied, find out why. Tell him or her you are sorry for the problem and try to fix it. If there is a problem with the seed itself, consider giving the customer an extra amount free of charge. The rule of selling is “The customer is always right.” You may disagree with him or her, and you may be right, but to sell your product you need to remember the customer comes first.


While it is easier to sell crops in your own village, this market will probably be too small to allow your business to grow and make money. You will, therefore, need to actively look for markets in other areas. In looking for more distant markets, bear in mind the preferences of customers in other areas plus the transport and other costs associated with distant markets. It is important to target your market: is it the village, parish, district or higher level?

Look for new customers: Traders, schools, and development organizations such as NGOs may also be interested in buying your products. Some of these buyers may purchase large amounts of fruits and vegetables and may order from you in advance.

Change varieties: Declining sales may be a sign that you need to introduce a new variety or a new crop. Find out from researchers and extension agents about new varieties and how to get seed. Once you get seed, start by testing the new variety or crop on a small plot to assess its performance before making the decision to grow more. When you introduce a new variety or crop, it is important to show and tell customers why this variety is different, and what new or added benefits it provides. Ask customers who try the new variety to tell you what they think about it. This information will help you to decide how much of the new variety or crop to plant the following season.

Lower sale price: If the price you charge is too high, you will not sell enough of your products and, therefore, not make enough profit to make your business worthwhile. If you can afford it, have a sale on one crop for a short time to increase demand, especially after the first 1 - 2 years. However, make sure that the price is high enough to cover production costs.

PaCkagIng

Proper packaging and labeling is important for certain types of crops such as beans because it tells something about the quality and makes it look different from beans available from other sources.

Packaging also allows customers to transport the beans easily. For crops such as beans the best packaging material is clear plastic which allows customers to see what they are buying. Plastic of different densities (low and high) is avail-able; although it may be difficult to find this material in rural areas. You can also pack in paper bags. It will probably be cheaper to buy packaging material in large quantity, especially if it is only available in large towns or cities. If you are unable to find plastic or paper packaging material, try to think of new packaging solutions using your own ideas. For example, one group made smaller bags from large cement bags.

Good Packing Helps to Sell Your Products

202 SECTION I

Carefully consider using different packaging quantities based on information obtained from market research. Also consider things such as yield, customer preference, and price in making packaging decisions. For example, climbing beans which are high yielding can be packaged in small quantities. You may choose to package new or non-preferred varieties in very small quantities such as a quarter kilo.

The type of packaging material used will also determine quantity. Poor quality bags or plastic can only be used for small quantities.

Each package should include a label, either directly on the bag, on the plastic or as a separate label. Labels should include the following information: the producer’s name and address, the name of the crop, and the quantity.

ProMoTIon

Product promotion or advertising is important to increase demand for your product. There are different ways to pro-mote your products. Some examples are:

Find new places to sell and display your crops. For example, sell fruits and vegetables in markets, schools that • have gardens, through the extension service, and shops that sell agricultural inputs. It is important to remember, however, that if you sell your crops through middlemen, they may offer a lower price.

Talk to students about crops and organize school visits to your farm. Students usually tell their parents about what • they have seen.

Contact a shop owner about allowing you to put up a sign at his/her shop and ask if you can come to talk to cus-• tomers about your products.

Send special letters and announcements to government agencies and NGOs in your area telling them about new • varieties and current prices.

Make posters to advertise your crops.•

Promote your products at agriculture shows and fairs.•


TransPorT

Transport is a major cost but can be very profitable if there is high demand for your crops in another area of the coun-try. The location of your market will determine the kind of transport you need. If you sell your crops in your village, transport may not be a problem. However, you will have to consider transport by vehicle if you sell crops outside of a small area. The type of transport you consider will also depend on what is available, the cost, and the amount of crops to be transported.

A group or individuals working together should consider pooling their resources and renting a truck or pickup as it is cheaper to transport large quantities. One way to reduce costs is to transport crops in the same vehicle as other goods. Cost out all the possibilities and include the costs in your business plan. Make sure that whatever transport you use, protects the crops against rain, direct sunlight, and other conditions that might damage it.

204 SECTION I

exPandIng and organIzIng your busIness

A business should grow like a tree, slowly but surely

Consider several important factors and questions before making the decision to expand your business.

Profitability of your business: Have you shown increased sales and profits for at least two years?•

Change in market: Has the market changed according to your market research?•

New products: Do you have access to new varieties that are accepted by traders, and food buyers?•

Resources: Considering that there will be additional start-up costs, do you have enough money to expand your • business? Do you have land available for expansion or can you buy or hire it at a price that will continue to show a profit for what you are planting?

Can get a loan?•

Labor: Do you have enough labor to produce more crops?•

Transport: Have you found adequate transport for larger quantities of seed at a price you can afford?•

If you answer yes to 3 or more of these questions, it may be the right time to expand your business.

206 SECTION I

208 SECTION I

210 SECTION I

212 SECTION I


SECTION II

Livelihood Start-Up Kits Summary

& Reflection


Livelihood Start-Up Kits Summary & Reflection


auguST 2014

SECTION II 216

1. Summary ......................................................................................................... 2172. Preparation...................................................................................................... 218

2.1 Start-Up Kits components .................................................................................................218

3. Procurement ................................................................................................... 2233.1 Search for potential suppliers ..........................................................................................223

3.2 Design of Request for Quotation (RFQ) ..........................................................................223

3.3 Invitation of potential bidders and bids submission ......................................................223

3.4 Evaluation of bids ..............................................................................................................225

3.5 Selection of Suppliers ........................................................................................................225

4. logistics ........................................................................................................... 2284.1 Delivery of goods to Juba by suppliers ..........................................................................228

4.2 Warehousing in Juba ........................................................................................................228

4.3 Confirmation and Bundling of Contents of Kits .............................................................229

4.4 Transportation from Juba to States .................................................................................233

5. Distribution Support ........................................................................................ 2365.1 Orientation Visits ................................................................................................................236

5.2 Toolkits Distribution Visits ...................................................................................................236

5.3 Communications...............................................................................................................237

6. Distribution of Start-up Kits ............................................................................. 2386.1 Distribution in Lakes State (Rumbek) ...............................................................................238

6.2 Distribution in Western Bahr el Ghazal State (Wau) ......................................................239

6.3 Distribution in Warrap State (Kuajok) ..............................................................................240

6.4 Distribution in Northern Bahr el Ghazal State (Aweil) ....................................................241

6.5 Transport of Ex-combatants and Goods ........................................................................241

6.6 Storage in the States .........................................................................................................242

7. Summary and lessons learned .................................................................... 2437.1 Start-up Kit Procurement .................................................................................................243

7.3 Ex-Combatants’ Views and Perceptions .......................................................................246

8. recommendations and way forward .......................................................... 2498.1 Vocational options ............................................................................................................249

8.2 Toolkit design .....................................................................................................................249

appendix 1: Start-up Kit Delivery receipt ....................................................... 251Appendix 2: Undistributed Toolkit Receipt Confirmation ................................ 252

Table of ConTenTs

Livelihood Start-Up Kits Summary & ReflectionDDR Pilot Reintegration Project in South Sudan 217

1. suMMary

Livelihood Start-Up Kits constituted a critical sub-component of the Livelihoods Support work conducted in the Pilot Reintegration project. The procurement and delivery of start-up kits was designed to enhance the efforts of ex-combatants to engage in productive and gainful employment; be it as a private venture, partnership or cooperative arrangements.

There were six key steps in the task of start-up kit distribution:

1. Preparation

Agreement on design of start-up kits•

Formation of start-up kits components list•

2. Procurement

Search • for potential suppliers

Design of Request for Quotation (RFQ)•

Invitation of potential bidders and bids submission•

Evaluation of bids•

Selecti• on of suppliers

3. logistics

Delivery of goods to Juba by suppliers•

Warehousing in Juba•

Confirmation and Bundling of Contents of Kits•

Transportation from Juba to States•

Storage in States•

4. Distribution Support

Orienta unications – XCs and Media•

5. Distribution of Start-up Kits

6. Collection of lessons learned and Documentation

In total, 199 ex-combatants received their kits during the 2-day distribution event in each state, with 239 out of 290 ex-combatants collecting their toolkits by the end of Phase I. The remaining ex-combatants were informed that they could collect their toolkits at any time in the NDDRC state office and by the close of Phase II the NDDRC reported that 288 of 290 ex-combatants have collected their toolkits.

SECTION II 218

2. PreParaTIon

Providing the ex-combatants who participated in the South Sudan Pilot DDR Program with start-up kits was a core part of the project and was designed to supplement the training activities conducted for all the participants in Mapel Training Facility in August 2013. The start-up kit component was important not only to provide tangible support to the ex-combatants, but to also affect their mindset by stimulating them to create their own income by engaging in a profession that would ensure stability for them and their families in terms of (i) basic daily needs and (ii) confidence in the medium-to-long term.

In order for the start-up kit component to become effective and to meet all the project design requirement, substantial preparation needed to be performed, addressing issues of start-up kit type, design, content and, most importantly, their relevance to the objective reality of the areas where the ex-combatants would reside after demobilization.

The start-up kit design had to be based on the combination of views and opinions from as many competent organiza-tions as possible. Therefore, extensive consultations were held with the stakeholders as well as major partners that participated in the South Sudan Pilot DDR Project:

TDRP/World Bank;• NDDRC;• Department of Vocational Training of the Ministry of Labor;• UNDP;• FAO;• UNESCO.•

In addition, to receive a more solid feedback on the relevance of the start-up kit design, consultations were held with Multipurpose Training Centers (MTCs) in the cities of Juba and Wau, which, along with NDDRC and the Ministry of Labor, provided valuable input in the start-up kit design making it meet the ex-combatants’ most current and actual needs.

UNICON and National Disarmament, Demobilization and Reintegration Commission (NDDRC) agreed that the start-up kits should correlate to the vocational training chosen by the ex-combatants at the Mapel Transitional Facility and meet the same set of qualifications. The Mapel Transitional Facility had 8 Vocational Trainings and toolkits were designed around these 8 specializations, namely:

Agriculture1.

Carpentry2.

Electrical3.

Plumbing4.

Auto-Mechanic/ Driving5.

Animal Husbandry6.

Welding7.

Masonry8.

The World Bank provided a no objection to this list of 8 general specializations around which further sub-components were designed.

2.1 sTarT-uP kITs CoMPonenTs

Before launching the actual procurement process, it was necessary to consult with stakeholders including the Depart-ment of Vocational Training in the Ministry of Labor and its field based Multipurpose Training Centers (MTCs) in


Juba and Wau, and partners including FAO, UNESCO and UNDP.

The Ministry of Labor and the MTCs were approached because of their role and authority to set national standards on vocational skills training, especially so in areas of policy and curriculums. The Juba MTC provided a list of tools for each vocation including carpentry, masonry, electrical engineering, plumbing, auto mechanics, and welding. Since the Ministry was not involved in agricultural activities, FAO was requested to provide standard kits for agriculture and animal husbandry.

As the next step, the UNESCO trainers in Mapel were requested to prepare what they considered to be priority tools that needed to be included in the toolkits so as to enable an ex-combatant to promptly and independently engage in a vocation of his/her choice.

At this point, the lists were cross-checked to confirm that the tools in the Mapel list are reflected in the standard tools as provided by the MTC and FAO and further discussions were held with the vocational trainers in Mapel to finalize each of the package contents. The list was then preliminarily priced and submitted to the NDDRC for a non-objection.

With the assistance from MTC and FAO, the Consultant team prepared components for each of the 8 toolkits men-tioned above. The list then had to be revised during tendering stage (discussed below) due to budget constraints as some of the toolkits went up to $3,000/kit when the budget allocated was only $600/kit. The revised list was prepared together with MTC to make sure that reduction of the components, to meet budget constraints, would not have any negative impact on the toolkits overall and the toolkits would remain technically complete and usable.

The final list was subsequently approved by NDDRC and World Bank provided a non-objection.

Kit No.1 agricultural ToolsNo Description unit Q-ty

1.1 Tools and Equipment

1 Hoe 3lb No 4

2 Pangas 16lb No 4

3 Slasher No 4

4 Pick Axe 51lb No 3

5 Fork Hoes 31/2lb No 4

6 Spade No 3

7 Wheelbarrow No 2

8 Garden Trowel No 4

9 Axe 3lb No 2

10 Watering Can (Plastic) No 3

11 Rakes No 3

12 Secateurs No 3

13 fork spade No 4

14 mouldboard No 1

1.2 agricultural Seeds

1 Onions - red Creole - 50g tin tin 3

2 Tomatoes money maker - 50gm tin 3

3 Egg Plants -Black beauty - 50gm tin 3

4 Okra-finger ladies - 50gms 8

5 Cabbage - drum head - 50gms 3

6 Cowpeas - 2kg 5

7 Kales thousand head - 50gms 3

8 Pepper - 250gms 2

1.3 field Crop Seeds

1 maize – longe 1 2kg pkt 2

2 Beans - K131, K132 2kg pkt 2

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Kit No 2 auto mechanical ToolsNo Description unit Q-ty

1 Ring Spanner (6-20) Set 1

2 Open ended spanner (6-20) Set 1

3 Combinations spanner (6-20) Set 1

4 Plug Spanner (14mmx18mm) No 1

5 Pliers No 1

6 Hammer Claw No 1

7 Filter Spanner No 1

8 Set of Flat screw driver Set 1

9 Set of star screw driver set 1

10 Hydraulic Jack-30tons No 1

11 Grease gun No 1

12 Wheel Spanner No 1

Kit No.3 Carpentry ToolsNo Description unit Q-ty

1 Pencil Doz 2

2 Jack Plane No 1

3 Hand saw-24" No 2

4 Back or Tenon saw No 1

5 Measuring tape No 1

6 Marking gauge No 1

7 Try Square 12’’ 2

8 Firmer, bevel, edge hammer, paring, mortise chisel No 1

9 Exeter hammer, warrington hammer, claw hammer No 1

10 Mallet No 1

11 Extracting No 1

12 Spoke shave No 1

13 Square, bevel and gauge No 1

14 Plane brace and ratchet brace No 1

15 Plate screw driver No 1

16 Oil Stone No 1

17 Pliers No 2

18 G Cramp No 2

19 Joiners cramp No 2

20 Twist grimlet No 1


Kit No 4 Electrical ToolsNo Description unit Q-ty

1 Long nose pliers No 1

2 Pliers No 1

3 Cable cutter (Pliers) No 1

4 Electrician Hammer No 1

5 Hammer drill No 1

6 Full set of Screw drivers No 1

7 Digital Multi-meter No 1

8 Meter (5m) No 1

9 Electrical knife No 1

10 Hammer No 1

11 Spirit level (40cm) No 1

12 Test Screw driver No 1

13 Allen Keys-facom make No 1

Kit No. 5 masonry ToolsNo Description unit Q-ty

1Trowels (brick laying with wooden handle (GD35 or GD 40)

No 3

2 Floats No 3

3 Spirit level 60cm No 3

4 Plum bab No 3

5 Hammer Plastic No 3

6Angle/Tri-square (Medium Size, steel blade with wooden stock)

No 3

7 Spades No 2

8 Tape Measure (5m) No 2

9 Mason line No 2

10 Cement - 50kg bag No 5

11 Wheel barrow No 2

Kit No 6 Plumbing ToolsNo Description unit Q-ty

1 Die set 1/2, 1-1/2 Set 1

2 Pipe wrench 12" No 1

3 Pipe wrench 14" No 1

4 Measurement tape (5m) No 1

5 Chisels (for breaking cement walls) No 1

6 Pliers for cutting rubber pipes No 1

7 Spirit level 40cm-pcs +ID No 1

8 Flat Screw drivers (small, medium and large sets) Set 1

9 Plumb bob No 1

10 Pipes Vice No 1

11 Adjustable pliers No 1

12 Trowels No 1

13 Hacksaw frames and blades No 1

14 Spades No 1

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Kit No.7 Welding Tools (a)No Description unit Q-ty

1 Gloves Leather Pr 1

2 Welding Mask No 1

3 Angle grinder 9" No 1

4 Grinding Disc 9" No 1

5 Cutting Disc 9" No 1

6 Welding rods E6013,2.5mm - 30kg No 1

7 Bench Vice - 8kgs No 1

8 Wire Brush No 1

9 Puncher No 1

10 Scriber No 1

11 Tri-Square No 1

12 Tape Measure 5m No 1

13 Hand drilling machine No 1

14 Hacksaw frame No 1

15 Hacksaw blades No 1

Kit No.7 Welding Tools (b)No Description unit Q-ty

1 Generator (10KW JP) No 1

2 Welding Machine (1-80-BX1-2008) No 1

Kit No.8 animal husbandry toolsNo Description unit Q-ty

1 Goats (live) (F+M) No 2

2 Chicken (live) (F+M) No 2

3 Wooden pools (construction) No 2

4 Tin plates (roofing) No 2


3. ProCureMenT

3.1 searCh for PoTenTIal suPPlIers

In search for potential suppliers, we reviewed all previous projects in South Sudan that related to supply of toolkits to ex-combatants and made inquiries through NDDRC and INGOs on potential organizations that can supply goods/toolkits per our lists above. We also used Yellow Pages to identify all major potential suppliers from South Sudan, Kenya, Uganda, and Ethiopia – being on the border with South Sudan for easier transportation and logistics.

We did not use mass media as a way of advertisement due to lack of time required for actual selection and contracting of the suppliers. Hence, direct marketing was used instead. Total number of potential suppliers, through these sources, included 66 companies. We then contacted all of them to find out whether they were interested in this project (supply of goods) and if they were capable of undertaking such assignment.

3.2 desIgn of requesT for quoTaTIon (rfq)In parallel to the search of potential suppliers of toolkits, the Consultant also started preparing Request for Quotation (RFQ), compliant with World Bank Procurement Procedures. The full RFQ was shared with the NDDRC and is avail-able for future use.

The RFQ had information on the project; toolkit components; request for dates of delivery; general & specific condi-tions; as well as framework contract with breakdown of payments. The RFQ had also specific Forms that potential bidders had to fill out to indicate their technical and financial capabilities in undertaking this assignment.

3.3 InvITaTIon of PoTenTIal bIdders and bIds subMIssIon

When discussing potential tendering process with potential suppliers, the Consultant, World Bank, and NDDRC had two main options:

Request quotations by e-mail; and•

Request sealed envelopes in hard copy.•

After discussions, it was decided that sealed envelopes is a more preferred option, although e-mail submission is a faster one. We also realized that most of the bidders would be from outside South Sudan and if requested to submit sealed envelopes to South Sudan at their own cost, most of them might simply neglect this tender and thus we would lose significant number of potential bidders. Therefore, bids were also accepted at the World Bank office in Nairobi (Kenya) from where most of the bids came, as second office for submission. Thus, bidders could submit their sealed envelopes either to World Bank office in Juba (South Sudan) or Nairobi (Kenya) and would save on costs of interna-tional courier.

Overall, 16 organizations from South Sudan, Kenya, and Uganda submitted their bids. Below is the table with details of these organizations.

Company Name Country Contact details Contact person

East African Seed (U) Ltd Uganda

Plot 582, Bombo Road, Kawempe P.O. Box 3678 Kampala-UgandaTel: +256-414-566585/ +256 (0) 392 773321Email: [email protected]: +256-(0)-776 636 040/ +256-(0)-704 223 303Website: www.easeed.com

William Kimeto [email protected]

Century Seeds Co. Ltd. South Sudan

Yei Man Street, Opposite Sudan Micro Finance Institute SUMI +211 954 286 966+211 955 037 040www.centuryseedsyei.com

Diana WareGeneral [email protected]@gmail.com

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Company Name Country Contact details Contact person

Dryland Seed Ltd. KenyaP.O. Box 1438 – 90100 Machakos, KenyaTel: +254-44-21449, +254-722-829287www.drylandseed.com

Mutheu Ngila [email protected]@yahoo.com

Alibhai Shariff Group Kenya

Located close to the Panari Sky Centre Alibhai Shariff Builders World Mpaka Road, Westlands, Nairobi, Kenya,Tel: + 254 (20) 690 5159 / 5128 Cell: + 254 (0) 721 245 735 I Fax: +254 2(0) 690 5115 www.alibhaishariff.com

Hitesh [email protected]

Toolcrafts Ltd. Kenya

P.O. Box 44993 - 00100 GPO, Nairobi, Kenya. Tel: 651345, 651346 Fax: (254-20) 559979 email: [email protected],www.toolcrafts.com

Ashish [email protected]

Devsons Industries Ltd. KenyaBaringo Road,Mombasa, Kenya.Tel: +254 41 2495493 / 2492809Mobile: +254 722 841536Fax: +254 41 2491219Website: www.devsons.co.ke

Birju B. Shah. Email: [email protected]

Nzou Group of Co. Ltd. South Sudan

Plot No 139 Block No AX111Hai Malakal, Off Hai Cenima-Konyo Rd, after the bridge, JubaTel: 0955 236 460/ 0922 186 692 0954582 244/ 0977 108 350www.nzougroup.com Tutu Stephen - Manager,+211955236460/+211922186692/+256772642199Skype: tutu.stephen1

Tutu [email protected]@nzougroup.com

Consumasters Company Limited

South Sudan

Hai Amarat, Plot 55, Block 15, off Ministries Road,Juba, South Sudan,Tel: +254 715 989 799 +249 955 020 030, +249 929 896 189, +256 477 112 677, +249 955 891 460Email: [email protected]

Peter [email protected]

Moulders South SudanPlot 33 Hai Neem Juba, Southern Sudan.Tel: 0955020504, 0477106336

Rodney Williams, [email protected] Lisa

Techno Relief Services Kenya

Sameer Industrial Park Road C off Enterprise Road, Industrial Area.P.O.Box 34910-00100 GPO, Nairobi, KenyaTel:+254 - 736 100012/13/14, +254 722 200539, +254 752 300100Fax:+254-20-2526868,Email: [email protected] www.technorelief com.

Rohit [email protected]

Elysees Investments Ltd Kenya

Jasmine CentreP.O. Box 52590-00200Nairobi, KenyaTel: 020-4453730Mobile: 0722-730611

Antony Wachira [email protected]

Worcester Limited Kenya

Madonna House1st Floor, Suite 1LP.O. Box 8735-00100Tel: +254 020 4443263/4 +254 020 2638704Tel/Fax +254 020 4443264

Caroline [email protected]

Globalbiz Networks Ltd Kenya BOX 40572 00100 [email protected]

Market Information Services KenyaBOX 78211 00507 [email protected]

New Hope Investments Ltd South SudanMahataYei, Juba956323353

[email protected]

Power Links Limited South Sudan Atlabara [email protected]


3.4 evaluaTIon of bIds

The goal of the bid evaluation process was to conduct filtering of the companies that had applied to become the suppli-ers of the start-up kits for the South Sudan Pilot DDR Project. It was important for the Consultant and the stakehold-ers to make sure that the organizations entrusted with start-up kit procurement would perform to expected level and provide a full set of necessary services according to the agreed upon conditions in terms of (i) time, (ii) quality, (iii) quantity and (iv) packaging.

The expected result of the bid evaluation was identification of most reliable prospective partners that would be pre-pared to not only engage in trading business and re-sell the start-up kit components, but also to provide adequate packaging for each toolkit so that it would be convenient for the ex-combatants to receive, transport and store their start-up kits.

On Friday, September 20, 2013, UNICON Ltd. held a bid opening at NDDRC headquarters in Juba, South Sudan. In attendance were representatives from UNICON, TDRP/World Bank, NDDRC. The session was open thus supply company representatives were also welcome, and two firms sent representatives.

Methodology applied for Qualification and Price Evaluation

Each of the eight start-up kits were considered to be individual lots and thus individually assessed.

UNICON, in consultation with NDDRC and World Bank, applied a two-stage technical evaluation of bidders prior to financial evaluation. This was reflected in a Qualification Assessment Report which was provided to the NDDRC and World Bank. The two technical criteria that were applied are the following:

Completeness of submitted documentation• . If sufficient information is missing, e.g. delivery dates or incom-plete composition of toolkit(s), then such bidder was disqualified; and

Delivery time.• Due to shortage of time for toolkits distribution, maximum delivery time was set as 20 days. Any bidder who submitted proposals indicating more time required to deliver goods to Juba warehouse (e.g. 60 days), was disqualified.

Of 16 organizations that submitted proposals, 7 were disqualified. Two other organizations had a mixture of qualified and disqualified toolkits since each toolkit was assessed individually.

Of eight toolkits that were considered for procurement, half of them required re-adjustment in composition due to higher-than-expected prices presented by bidders. Three toolkits fell into acceptable price range; and one toolkit fell below target price range.

In addition, the Consultant experienced non-compliance issue (or significant deviation from standards) with most of the bids submitted. UNICON presented all bidders a very specific and clear instruction in Request for Quotation with financial breakdown required, e.g. net cost of goods, taxes, transportation, insurance, etc. However, most of the bid-ders deviated from requested forms and provided different tables. Sometimes, it was unclear whether prices provided by bidders are inclusive of specific overhead expenses or not. However, RFQ was very clear that total price shall be all-inclusive. Therefore, for evaluation purposes, UNICON considered total price of the bidder as “all-inclusive”. We did not exclude a situation whereby any of the bidders might claim that their prices were not final and more costs are required to be covered.

Also, in most of the evaluated bids, bidders presented figures that had mathematical errors (i.e. figures would not add up). Therefore, we recalculated all eligible proposals by components and tables presented in our Report of Bid Evalu-ation represent adjusted corrected calculations. Some of the proposals had figures hand-written and even those that were typed, had errors. At the same time, we would like to note that these deviations were not significant and did not influence significantly the total price of the bidders.

3.5 seleCTIon of suPPlIers

As indicated in previous section, the challenge of the selection process was not limited to identification of the sup-

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pliers that would be willing and able to deliver on time with the quantity and quality requested. Some of the bidding companies were not used to providing the necessary documentation in proper format, even though explicitly instructed in the RFQ.

The Consultant, with stakeholder assistance, had to subjectively evaluate each bidding company. This process was performed in parallel and in addition to the formal procedures of technical and financial evaluations. The reason for this additional process was, in the environment of numerous errors in bidding documentation, to attempt to minimize the possibility of failure of start-up kit delivery by the company chosen to perform it.

Following technical and financial evaluations of various bidders, revision of toolkit components and preliminary ne-gotiations with suppliers to reduce their prices, UNICON proposed to structure contracts around two organizations:

NZOU Group of Companies Ltd. (Juba, South Sudan)•

Dryland Seed Ltd. (Machakos, Kenya)•

We also assumed that structuring contracts around smaller number of contractors will add value to the overall procure-ment process since it will be easier to hold suppliers accountable and suppliers will be more motivated to deliver on high level due to increased value of contracts, rather than a contract of $20,000 for one of the toolkits only.

Kit No.8 Animal Husbandry Toolkits had a special arrangement whereby (i) goats and chickens are to be bought by UNICON’s State Coordinators on site; and wooden pools and tin plates were included in contract with NZOU. Total price per kit was in the range of $680-700 depending on actual price of goats and chicken on site.

Profile of NZOU Group of Companies Ltd. (South Sudan)

NZOU is a South Sudanese based company, established in 2011. Managing Director of the company, before establish-ing NZOU, served in different positions in the government of South Sudan and international NGOs. The company is engaged in construction, logistics, supply of goods, and other related businesses. From our assessment, the company had credentials and reputation. NZOU sourced goods from Kenya and Uganda and delivered all goods to our Juba warehouse in 14 days, as agreed. No delays occurred throughout the process.

Profile of Dryland Seed Limited (Kenya)

Dryland Seed Limited (DSL) was established in 2004 in Kenya. They specialize in production, processing and dis-semination of drought tolerant seed crop varieties. The seeds that are sold by the company include four varieties of maize, three varieties of beans, two varieties of cowpeas, two varieties of pigeon peas, three varieties of sorghum and one variety of green grams. The seeds are developed in cooperation with Kenya Agricultural Research Institute (KARI). All seeds are certified by the Kenya Plant Health Inspection Service (KEPHIS).

Breakdown of Toolkits supply

Toolkit Supplier

Kit No.1 Agriculture Toolkits Dryland Seed (Kenya)

Kit No.2 Auto Mechanical Toolkits NZOU (South Sudan)

Kit No.3 Carpentry Toolkits NZOU (South Sudan)

Kit No.4 Electrical Toolkits NZOU (South Sudan)

Kit No.5 Masonry Toolkits NZOU (South Sudan)

Kit No.6 Plumbing Toolkits NZOU (South Sudan)

Kit No.7(a) Welding Toolkits NZOU (South Sudan)

Kit No.7(b) Welding Toolkits NZOU (South Sudan)

Kit No.8 Animal Husbandry ToolkitsSpecial case - (a) hardware was sourced through NZOU; (b) animals were sourced locally, close to ex-combatants’ area of living.


Except for Toolkit 8, suppliers delivered all goods to UNICON’s selected warehouse in Juba. For Toolkit 8, hardware was supplied to our warehouse in Juba by NZOU, whereas live chicken & goats procured locally, at payam level.

Quality of goods supplied

The toolkits that were supplied by both supplying organizations – NZOU & Dryland Seed – were of good quality and reached final beneficiaries in same good quality. Most of the toolkits originated from Europe and some of them from China. The agriculture components that were supplied by Dryland Seed are produced by Dryland itself since they are also producers of agriculture goods (seeds and some of the hardware).

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4. logIsTICs

4.1 delIvery of goods To juba by suPPlIers

South Sudan, being the world’s youngest nation, imports most of its tools, equipment and food. Therefore, it was ob-vious to the Consultant that, apart from the livestock, the components of the start-up kits would to be imported from abroad with Kenya and Uganda being most probable countries of shipment origin.

In order to fulfil the contract requirements, the hired company would need to (i) purchase/produce the necessary goods, (ii) package them, forming 1 separate kit for each ex-combatant, (iii) load the packaged kits onto trucks and (iv) dispatch the trucks to Juba so that they would arrive before the deadline agreed upon.

UNICON contracted two suppliers – NZOU from South Sudan and Dryland Seed from Kenya. Dryland supplied Tool-kits No.1, whereas NZOU supplied all the remaining toolkits. We would like to note that NZOU managed its delivery process very well and all goods came in good order and agreed timing.

Dryland Seed delayed loading of trucks in Kenya and thus vehicles to Juba were dispatched later than expected. As a result, one of the trucks did not come in time to Juba and we realized at some stage that the truck will not make in time at all. Therefore, it was decided that goods that were located in that truck be urgently procured locally to supplement the Toolkits. We were not able to source fork spades locally and this item was still procured from Dryland Seed once their truck arrived to Juba and fork spades were stored at NDDRC warehouse in Juba for further distribution.

4.2 warehousIng In juba

Warehouse/Hub in Juba was important to the success of the start-up kit delivery, because further logistics was not to be merely a matter of unloading the start-up kits and subsequently loading them onto other trucks for in-county delivery. Additional manipulations were to be performed:

Sorting the start-up kits in accordance with the by-state list of ex-combatants;•

Preparing the “piles” of start-up kits ready to be loaded onto the trucks;•

Ensuring proper composition of the kits; and•

Compiling the agricultural start-up kits.• 1

The Consultants held numerous discussions with NGOs operating in Juba (e.g. Oxfam, Norwegian Refugee Council) and came to a conclusion that the best warehouse-operator in Juba is the Network Support Services, run by an Australian entrepreneur. Two condi-tions were absolutely important for Consul-tant in selection of warehouse – security and flexibility with space.

As part of distribution plan, suppliers of toolkits are supposed to deliver all their goods from abroad to UNICON’s selected warehouse in Juba. Since some of the goods would be coming in different time, one cen-tralized location to store them is a must.

1 The components of agricultural start-up kits arrived packaged by-component and not by-kit, so had to be unpacked and rearranged.

Photo: Centralized Warehouse in Juba


Then, all the goods would be sorted according to their Toolkits and numbered properly according to their recipient State (since we are using separate trucks to deliver goods to separate States).

Hence, contract with Network Support Services was signed to rent 600 square meter warehouse space for 2 weeks from 10 October to 24 October 2013. Warehouse has provided all the required security as well.

4.3 ConfIrMaTIon and bundlIng of ConTenTs of kITs

As briefly mentioned in the section above, part of the start-up kits, despite clear instructions during bidding and con-tract negotiations stage, arrived sorted not as separate kits for each ex-combatant, but bundled together by type (e.g. a bag with 15 rakes in it, while 1 start-up kit only assumed 3 rakes).

Because the ordered kits were an exact count (1 for each ex-combatants with no extras) as well as to avoid possible confusions during the state-level distribution, the following actions were performed while the goods were in Juba warehouse awaiting dispatch to the states:

Verification of each toolkit against the approved list of tools/products, ensuring that every one of them includes • all the items. Minor shortages were resolved by purchasing the tools locally;

Using different parts of the warehouse for the start-up kits intended for different states. This minimized the risk of • the state receiving incorrect number of start-up kits, which would result in having to procure the kits locally or to transport them back from other states. This also made it more convenient to load the goods onto the trucks;

The agricultural start-up kits, being massive and not individually packaged, needed to be rearranged for each kit • to be separate and visible.

All of the above actions were performed by the Consultant with continuous support by TDRP and NDDRC. On the day of dispatch of kits to the states, the Commission witnessed the loading process and confirmed that trucks for each of the participating states were properly loaded.

Below are the start-up kits as designed, dispatched and delivered:

Kit No.1 Agricultural Tools

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Kit No.2 Auto Mechanical Tools

Kit No.3 Carpentry Tools


Kit No.4 Electrical Tools

Kit No.4 Electrical Tools

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Kit No.6 Plumbing Tools

Kit No.7 Welding Tools


Kit No.8 Animal husbandry tools

4.4 TransPorTaTIon froM juba To sTaTes

South Sudan had a road and road infrastructure system that is affected heavily by the factors of (i) season and (ii) security. At times of rainy seasons, the roads become impassable, as they do during times of security risks.

It was important for this Pilot DDR Project to find reliable, experienced local transportation companies that would take the responsibility to deliver the start-up kits from the Juba warehouse to the NDDRC state offices in Wau, Aweil, Rumbek and Kwajok. The trucks provided for this assignment needed to be able to withstand the imperfections of the regional roads and the drivers needed to be able to resolve in-transit challenges with minimal involvement of their HQ or the client. The drivers, at the same time, needed to be reachable at all times in order for the state NDDRC offices and distribution teams to be ready to meet the trucks in corresponding locations and to properly inform the local ex-combatants of the exact date of distribution.

4.4.1 Selection of logistics organization

After discussions with NGOs operating in South Sudan, only two organizations were identified as capable and reli-able of undertaking logistics of toolkits transportation to states while meeting the above criteria: Trojan Enterprises & Gar-Gar Transporters.

Both organizations mainly transport goods for international aid agencies and include clients such as UNICEF, UNDP, WFP, and other aid programs. They had their own oil/fuel supply and operate completely independently from local environment (i.e. in case of fuel shortage in country, they both still had fuel available for at least 6 months to run). Annually, both organizations transport thousands of tons of goods in South Sudan.

Consultant visited both organizations and held extensive conversations to identify their capabilities and reliability. Although they are both relatively reliable, comparing the two organizations, Trojan Enterprises seemed to be more capable and professional in their approach. Also, Gar-Gar’s main clients include NGOs themselves (e.g. Norwegian Refuge Council), whereas Trojan works directly with UNICEF, WFP, and other UN agencies.

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Price being equal, it was decided, upon NDDRC’s and World Bank’s approval, to go with Trojan Enterprises as our transportation company from Juba warehouse to States.

4.4.2 Profile of Trojan Enterprises

Trojan Enterprises has its own fleet of 4x4, 4x6 and 6x6 trucks with 15-ton to 40-ton capacity. Their major clients include WFP, UNICEF, ICRC and other international aid agencies. In 2012, they transported 3,200 MT cargo from Mombasa into South Sudan and 11,550 MTS within South Sudan. In addition to their HQ in Juba, the company also has offices in Mombasa, Nairobi and Kampala.

The company also maintains logistics and operations team which provides the necessary support to ensure proper loading, documentation and counter-checking at the clients’ loading sites, be that in Juba or other location. In addi-tion to this, Trojan allocated their junior staff to travel with cargo from Juba to various destinations in South Sudan to ensure support at any moment as might be required. Company’s Road and River transport teams also carry Thuraya Satellite Phones at any time. In case of breakdowns, they immediately provide replacement trucks which are available on standby in major cities of South Sudan.

4.4.3 Distribution modality

Trojan Enterprises agreed that each truck will spend 48 hours in each location (i.e. 4 capitals of States) free of charge. After 48 hours, it was required to move to next destination.

The Consultant, World Bank, and NDDRC agreed that distribution will last during these 48 hours in each location. Public campaign to inform ex-combatants of the arrival of trucks will be done by NDDRC. When the truck arrives to a location, representatives of (i) NDDRC; (ii) World Bank; and (iii) Consultant would jointly distribute toolkits to ex-combatants who arrived for collection. UNMISS representatives also attended distribution in each of the four locations.

In case any ex-combatant(s) does not show up for collection during these 48 hours, then the toolkits would be handed over to NDDRC for further distribution. This is especially the case due to flooding in some of the areas and some ex-combatants would physically not be able to come for collection in time.

Transportation of ex-combatants from their home locations to State capitals, where Trojan trucks were stationed for distribution, was carried out by NDDRC with World Bank support. NDDRC then assisted ex-combatants to get their toolkits back home due to their heavy weight and volume.

4.4.4 Transportation Options

The Consultants, together with World Bank, determined to hire for transport 2 trucks each covering 2 States, i.e. travel-ing to one State first, and then to second.

one to Rumbek & Aweil and the other one to Wau & Kuajok. In this case, Rumbek-Aweil truck would be required to arrive to Rumbek first, stay there that night for distribution (+ 2 days) and then go to Aweil to stay there two days for distribution. Similarly, Wau-Kuajok truck would be required to arrive to Wau first and stay there two days for distribu-tion, and then go to Kuajok and stay there for another two days of distribution.

For better efficiency and control over distribution process on sites, it was decided that Option 2 with two trucks is a more preferred option.

4.4.5 uncertainty with road conditions

A few days before dispatch of trucks from Juba to States, Logistics Cluster issued an update of roads conditions (see image below) which indicated that most of the roads were inaccessible. The logistics company also warned that this could mean that the trucks will take much longer time to get to their final destinations. At the time of trucks dispatch, no one could predict how much time will be required for transportation.


However, professionalism of Trojan Enterprise should be noted in their transportation arrangements. Despite of the roads being inaccessible, their trucks managed to reach all locations way ahead of time. Overall, distribution process covering all 4 States took only 1 week – from 31 October 2013 to 6 November 2013.

Goods arrived to final destinations undamaged and in good condition.

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5. dIsTrIbuTIon suPPorT

Keeping in mind that the start-up kit distribution would be happening for the first time in this Pilot DDR Project, the distribution process became one of the sub-components that were very important for all the parties involved to succeed in as the result of unsuccessful distribution process would negatively affect the state of mind of the ex-combatants, their families, community members as well as NDDRC state-level staff, thus planting seeds of doubt about the overall success of the Project.

In order to facilitate successful distribution, the Consultant, together with TDRP and NDDRC, held numerous meeting devoted solely to planning the pre-distribution and distribution processes to the greatest detail possible. The goal was to minimize the possible unexpected events as well as to maximize field-level preparedness for any occurrences that might happen.

5.1 orIenTaTIon vIsITs

The result of extensive distribution preparatory activities was that orientation visits were introduced as a measure to mitigate the risk of state-level staff being not ready to conduct the distribution activities.

As discussed in previous paragraphs, there was uncertainty whether the toolkits would arrive to their destinations in time and, due to time volatility, whether NDDRC/WB/UNICON teams would be able to be present at each location at any time when truck arrives. To avoid any potential hazards and damages caused by this uncertainty, it was decided to carry out orientation visits to each of the four locations before departure of goods from Juba to train local personnel (coordinators, NDDRC representatives and other stakeholders) on the types of toolkits that would be arriving, what they look like, how to distribute them, how to manage distribution process, and how to solve any issue that may arise during distribution.

This innovative approach proved to be successful and useful not only for this pilot, but for future as well since dis-tribution of toolkits might be problematic for those who are unaware of the process and details. The orientation visit program will also need to be further developed to meet the needs of the new DDR program, if the number of states and ex-combatants participating significantly exceeds the pilot group.

5.2 ToolkITs dIsTrIbuTIon vIsITs

Apart from the orientation visits, each state was visited by the representatives of UNICON and TDRP to witness and coordinate the distribution process while recording anything that might help optimize the distribution process for the future DDR activities in South Sudan.

Since two trucks were delivering the start-up kits to four states, there were two teams comprising of UNICON and TDRP/World Bank representatives as follows:

Team 1 Wau-Kuajok, comprising of:•

Alexandra Burrall @ World Bank ˏ

Sergey Burnaev @ UNICON ˏ

Team 2 Rumbek-Aweil, comprising of:•

Murat Onur @ World Bank ˏ

Rustam Davletkhanov @ UNICON ˏ

The above teams were also joined by NDDRC HQ representative from Juba, who provided additional assistance dur-ing the distribution and coordinated the NDDRC staff efforts on the ground. The NDDRC teams were also joined by the Commission PR specialist, who was tasked with documenting the distribution process by taking pictures, inter-viewing official and ex-combatants as well as writing reports for the NDDRC webpage and information bulletin.


Each team was engaged in the following activities starting 27 October 2013:

Orientation meetings with UNICON State Managers, NDDRC HQ staff and NDDRC State officers;•

Identification of animal suppliers (for Toolkit “Animal Husbandry”);•

Payments: UNICON training salaries and logistics funds;•

Distribution of toolkits•

Trucks were met and unsealed in formal personal presence of (i) UNICON representatives and (ii) NDDRC ˏofficials. TDRP staff was present as observers to the unsealing process;

Start-up kits were arranged by types in the NDDRC compounds to make every type of kits easily locatable ˏboth to the distribution teams and the ex-combatants. Major part of land allocation was to the agricultural start-up kits due to their size the complexity, while the rest of the toolkit were stacked in smaller size ‘piles’ next to each other and properly marked with their type.

Team 1: Wau-Kuajok

Wau-Kuajok truck arrived to Wau on 31 October 2013. Trojan Enterprise was able to use alternative roads and, al-though most of the roads were inaccessible, the trucks progressed to their locations ahead of time. Distribution in Wau started on 1 November and continued on 2 November 2013, after which it was dispatched to Kuajok.

Distribution in Kuajok started on 4 November and continued on 5 November 2013. Although UNICON signed off the toolkits after 48-hour distribution process to NDDRC, the team of World Bank and UNICON representatives decided to stay in Kuajok on 6 November 2013 as well to assist with distribution.

Team 2: rumbek-aweil

The truck arrived to Rumbek on 30 October 2013, ahead of time, and distribution started in the afternoon of 31 Oc-tober 2013. Distribution continued during the day of 1 Nov 2013 and morning of 2 Nov 2013. In the afternoon of 2 November 2013, the truck was dispatched to Aweil to make in time for Aweil distribution.

It was expected that the truck would reach Aweil only by 6 November, but surprisingly, the logistics company man-aged to get the truck to Aweil on 4 November 2013. Since UNICON and World Bank representatives would not have been able to arrive to Aweil so quickly due to absence of transportation between States on short notice, it was decided that Aweil distribution starts on 5 November 2013 with NDDRC and UNICON State Manager managing the process. It was very successful with all 30 kits being distributed on Day 1

5.3 CoMMunICaTIons

Effective round-the-clock communication is an important part of preparatory activities for a successful distribution process. Given that distribution process is not only what it is, but also a national news story, major regional even and a big responsibility of the state NDDRC offices, the following were important steps of the communication before the actual distribution commenced:

Continuous contact with truck drivers to know their location and estimated arrival time for each distribution loca-• tion;

24-48 hours before the estimated arrival of the truck, the ex-combatants were informed about the upcoming 2-day • start-up kit distribution via (i) radio, (ii) town criers, (iii) their leaders. They were invited to come with their DDR IDs and receive their start-up kits;

Local and national media, as well as local government officials, were contacted via NDDRC channels to visit the • distribution on the second day of distribution. Informational support to the distribution was provided by NDDRC PR offices, who was a part of the NDDRC HQ team visiting the states.

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6. dIsTrIbuTIon of sTarT-uP kITs

With properly conducted preparatory activities described in the sections above, the distribution process itself became a fairly straightforward task and was successfully completed in all the 4 participating states. With start-up kits sorted, ex-combatants informed and NDDRC staff in support of the process, 2 days originally allocated for distribution was sufficient to deliver the kits to all the ex-combatants who showed up.In summary, a total of 199 ex-combatants re-ceived their kits during the 2 day distribution event in each state, with 239 out of 290 ex-combatants collecting their toolkits by the end of phase 1. The remaining ex-combatants were informed that they could collect their toolkits at any time in the NDDRC state office and by the close of Phase 2 the NDDRC reported that 288 of 290 ex-combatants have collected their toolkits.

As described in Chapter 5.2, the process of distribution in every participating state was monitored by a team that consisted of representatives from UNICON, TDRP and NDDRC. Additionally, assistance was provided the UNICON field training teams and NDDRC state offices staff.

The distribution process included the following steps for the ex-combatants to receive his/her start-up kit:

Verification•

The ex-combatant’s identity was verified against his/her DDR ID as well as against the cumulative list of all the Pilot participants2. If DDR ID is not available, the identity had to be confirmed by state DDR commissioner;

Receipt•

Once identity confirmed, the ex-combatants was given a personal start-up kit receipt form and was invited to the part of the distribution site where the toolkits of corresponding type were stored. The kit was handed to the ex-combatant, its contents was explained to the ex-combatants and, in confirmation of receipt and correct content, the ex-combatants signed the receipt form. The receipt form was then signed by representatives of (i) NDDRC and (ii) UNICON.3 The start-up kit receipt form is available as Appendix 1.

6.1 dIsTrIbuTIon In lakes sTaTe (ruMbek)Distribution in Rumbek was carried out from 31 October (mid-day) to 2 Novem-ber 2013 (mid-day). The total number of ex-combatants in Rumbek to receive tool-kits was 93. However, due to major floods in Lakes State, a big portion of participat-ing ex-combatants were not reachable for distribution within this time frame. There-fore, of 93 ex-combatants in total, only 50 toolkits were distributed to ex-combatants as of the moment of report preparation with 43 being left at NDDRC premises for later distribution once weather condi-tions allow.

2 The list contained all the XC names and type of toolkit they had chosen. It was not possible for the ex-combatants to change the start-up kit preference during the distribution stage.

3 The start-up kit receipt form also had a space for a 3rd signature for cases when it was determined by the NDDRC that a third signature was required.

Photo: Distribution of toolkits in Rumbek


All toolkits arrived safe and undamaged. Once unloaded from truck, every item was inspected for quality control. The distribution process itself was implemented smoothly and most participating ex-combatants arrived on 1 November 2013 for collection. There was small uncertainty at the beginning with transportation arrangement for ex-combatants’ return home with toolkits, but vehicles were eventually arranged at the evening same day. UNMISS representative was also present during distribution process.

Since in Lakes State, number of Animal Husbandry ex-combatants (11 people) were scattered in different areas of the State, it was decided that actual animals should be procured close to the area of ex-combatant’s living. Even though of-ficial distribution from UNICON’s side was completed on 2 November 2013, assigning the rights for further distribu-tion to NDDRC, UNICON left one of its staff members to assist colleagues from NDDRC in distribution – particularly related to animal husbandry.

One of the challenges that the Consultant faced at the beginning of distribution was that the ex-combatants refused to accept toolkits unless they are given (i) food or (ii) money. This was the main (and only) reason not to accept the toolkits. After NDDRC’s interference and rounds of explanation to ex-combatants that these toolkits are intended for their long-term well-being and serve as instruments for making profits in the longer run, they changed their minds and started accepting the toolkits.

Among other challenges during distribution, the following was observed:

The ex-combatants were informed relatively late on the distribution date and thus no one came during Day 1 (31 • October)

Ex-combatants were not properly informed on the toolkit components that they will be receiving and, for most of • them, components of toolkits became a surprise

Some of the ex-combatants expected toolkits beyond project scope, e.g. electrical were expecting a ladder; animal • husbandry were expecting cows; welding were expecting welding machines.

The Consultant also later identified that the toolkits that ex-combatants earlier observed at Mapel, and been • trained with, during Mapel Transition Facility training were different to the ones they actually received. In the future, a visual aid of upcoming toolkits for ex-combatants would be helpful to make sure they are aware of what to expect.

6.2 dIsTrIbuTIon In wesTern bahr el ghazal sTaTe (wau)Distribution in Wau was carried out during 1 and 2 November 2013. There are 92 ex-combatants in Western Bahr el Ghazal. During distribution, 88 toolkits were distributed and only 4 were remaining with NDDRC for further distribu-tion, as of the date of report preparation. Of these 4 uncollected toolkits, 2 ben-eficiaries are currently in prison and the toolkits will be awaiting for their return home.

The truck arrived to Wau in time and initially implemented orientation meet-ing was helpful in a sense that all par-ties were ready for distribution and knew their roles very well. Distribution was quick and successful with most ex-combatants feeling happy about collec-tion. NDDRC organized local transport to take ex-combatants home with their toolkits and UNICON fixed one of the local vehicles as well that participated in transportation process to help take all ex-combatants home safely. Photo: Distribution of toolkits in Wau

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DDR team was very helpful in the distribution process itself taking part together with UNICON-World Bank team, particularly, Messer. William Tong, John Alier, and Francis.

In Wau, one cooperative received, on exceptional basis, a welding machine and a generator. For this, they had reg-istered as a cooperative and UNICON team assisted them with the process. The welding machine and generator, although fragile, came undamaged and fully operational.

Animals were procured locally and distributed to ex-combatants who chose Animal Husbandry.

Among the challenges during distribution, the following was observed:

Participants of a cooperative, which received welding machine and generator, did not completely understand how • they should proceed with sharing the welding machine and generator. The Consultant explained to them that they will act as a cooperative and a cooperative shall assume ownership of the equipment

Some pre-packaged parts of toolkits did not come safely in their final package to Wau and had to be re-packed on • arrival (e.g. wheelbarrow parts, carpentry tools). This required a good knowledge of the toolkits components by the person-in-charge of distribution to make sure that everyone received all of the components of toolkits

Most of the ex-combatants arrived on Day 2 of distribution, as they were not informed sufficiently ahead of time • and were not aware of the dates

Instead of focusing on toolkits collection, many ex-combatants instead complained against delays in salaries and • were expecting the Consultant team to cover their salaries as well. Some wanted food coverage together with toolkits collection

Ex-combatants in Electrical field complained that ladders were not included as part of toolkits•

Cement bags had minor defects on arrival, but were still good enough for distribution•

6.3 dIsTrIbuTIon In warraP sTaTe (kuajok)Distribution in Kuajok was carried out from 4 to 6 November 2013. The total number of ex-combatants from Warrap is 75, of which 71 successfully received their toolkits. Only 4 uncollected tool-kits were remaining as of the moment of report preparation. The Consultant dis-tributed toolkits from 4 to 5 November, and then assigned toolkits to NDDRC. However, the Consultant, together with World Bank representative, decided to stay in Kuajok during 6 November as well to assist NDDRC in their further distribution of toolkits on that day.

Overall organization of toolkits distri-bution was arranged at a good level and NDDRC provided very good framework support beforehand. Vehicles to take ex-combatants to distribution site from their residence areas, as well as back home with toolkits, were arranged in time and was very helpful to distribute toolkits to as wider number of beneficiaries as possible.

NDDRC also arranged media coverage, as part of information campaign, which was well organized. NDDRC also arranged a police security of the distribution area.

Among the challenges during distribution, the following was observed:

Photo: Distribution of toolkits in Kuajok


As in other States, many ex-combatants were asking for money and food instead of focusing on toolkits collection • and it took some time to explain to them that this distribution is not related to anything except actual distribution of toolkits

Ploughs did not take the travel very well and were scattered in the vehicle when it arrived to Kuajok. Cement bags • had same problem. UNICON Consultant re-assembled this locally, during unloading

Unloading confusion of seeds and cans (shortage of 17 seed cans and 4 pangas) caused by hectic collection of • toolkits’ parts by ex-combatants, as they all rushed to different sites to collect what seemed more attractive. However, the Consultant fulfilled the gap of missing seeds by procuring locally and adding these missed parts to overall distribution

Some carpentry tools arrived to Kuajok broken. However, as with other parts, the Consultant procured similar • goods locally on the market and replaced the broken components with newly bought

6.4 dIsTrIbuTIon In norThern bahr el ghazal sTaTe (aweIl)Distribution in Aweil was carried out on 5 November 2013. Total number of ex-combatants in Northern Bahr el Ghazal State is 30. Due to successful initial orientation visit, the local team of UNICON and DDR officials were able to suc-cessfully distribute all 30 toolkits within 1 day of distribution. This State had 100% coverage on Day 1.

Distribution in Aweil went without any surprises and there was a good synergy of joint work be-tween Consultant and DDR teams. Also, good media coverage was arranged by DDR office as part of public campaign with several high-rank-ing officials attending the distribution as well.

Since all of the participating ex-combatants re-side close to Aweil itself, transportation was eas-ily arranged and no issues aroused on this.

On the challenges, the only challenge that the team faced in Aweil was that the ex-combatants in welding sector expected welding machine as part of toolkit as well. Other than this, no other challenges were identified.

6.5 TransPorT of ex-CoMbaTanTs and goods

With the points of distribution being in the capital cities of the participating states, many of the ex-combatants had to travel various distances from their residence locations to the capital city of their respective state. The travel time ranged from a 30-minute walk to a 5-hour drive.

For the start-up kits that could be carried by a person, the ex-combatants from the capital cities and the surroundings were able to arrange their own transportation (walk, hired motorcycle etc.). It was, however, necessary to arrange transportation for the ex-combatants who (i) lived far away from the distribution points and/or (ii) received the start-up kits that we bulky, i.e. agriculture, masonry and animal husbandry.

South Sudan National DDR Commission took over the task of arranging the transportation for the ex-combatants who live in remote areas to the distribution point and transportation back to their homes for the ex-combatants from remote areas and those with bulky start-up kits.

For the future DDR activities in South Sudan, the ex-combatant transportation process should be given special atten-tion, especially if the number of participating ex-combatants and states significantly increase, because the system used

Photo: Distribution of toolkits in Aweil

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in this Pilot left security matter unanswered and the ex-combatants, while on their way home, had the risk of losing their start-up kits or having it stolen.

6.6 sTorage In The sTaTes

As mentioned above, the Project design allowed for a 2-day distribution in each state with a prior notice to all the ex-combatants, media and local authorities. It was natural that a number of ex-combatants could not arrive to the distribu-tion point in time due to various personal reasons. These ex-combatants could not be excluded from this program and commitment was made to enable them to receive their toolkits at a later time, whenever most convenient to them.

The National DDR Commission, represented by its local officers, took the responsibility of storing the undistributed start-up kits and making them available to the ex-combatants when they decide the collect them. Storage of undistrib-uted start-up kits was arrange in containers located within the NDDRC state-based compounds. The containers were lockable and the compounds had 24-hour security.

The undistributed start-up kits, after the official distribution process was over, were counted, verified for content and handed over to the NDDRC for storage until collected by the ex-combatant. NDDRC would also make efforts to locate the ex-combatants in case that they don’t appear for a long time.

The process described in this section was formalized by all parties signing an Undistributed Toolkit Receipt Confirma-tion, which is available in this report as Appendix 2.4

4 According to NDDRC, only 1 uncollected toolkit remains in Kwajok.


7. suMMary and lessons learned

The toolkit component, although delivered entirely within Phase I of the South Sudan Pilot DDR Project, continued to receive significant attention by all parties involved in the project implementation, because it was of major importance for the Project to be able to make recommendations and describe the lessons learned not only based on the delivery stage, but also after the toolkits were used by the beneficiaries (ex-combatants) facilitating their reintegration.

This section provides an overview of the toolkit procurement, delivery, distribution as well as lessons learned and recommendations on all these sub-components. In addition, it provides recommendation on the toolkit composition, collected from the ex-combatants and analyzed by the state managers during Phase II field activities.

The recommendations on the toolkit composition are also available in the Phase II Final Report as they are part of a larger proposal, which suggests to consider change not only in the toolkit composition, but also in the approach used to identify the project participating vocations and hence the types of the toolkit.

7.1 sTarT-uP kIT ProCureMenT Overall process of design, procurement and distribution of toolkits to ex-combatants was highly successful. Procure-ment process started on 6 September with preliminary identification of potential suppliers and was completed by 6 November with distribution in Kuajok/Aweil – just within 2 months.

UNICON contacted 66 organizations from the region to participate in bids submission for these toolkits. Of these, 16 organizations from South Sudan, Kenya, and Uganda submitted their bids. This covers mostly all of the potential sup-pliers in the region that operate in this market and we were able to provide a full picture of the market and its players. At the end, two organizations were contracted to supply goods – one from Kenya and one from South Sudan.

South Sudanese supplier – NZOU Group of Companies – managed to deliver all goods to UNICON’s Juba ware-house in contracted time of 14 days. All goods that were supplied are of exceptionally good quality and originate from Germany and China. NZOU outperformed in this delivery.

Kenyan supplier – Dryland Seed – had slight delays in transportation of their goods from Kenya to Juba warehouse. One of their two trucks came relatively in the allowed timeframe; whereas second truck was too delayed and the Consultant decided to cancel delivery of the goods in that truck and procure them in Juba instead. Only 1 item from Agriculture toolkit was not procured locally in Juba due to non-existence – fork spades. We procured them from Dry-land’s second truck and stored at NDDRC’s warehouse in Juba for further distribution. However, we can give credit to Dryland’s performance since timeframe that we set to all the partners in this deliver was very tight and most of the goods (85%) were still delivered in time with first truck. All goods were of high quality as well.

Trojan Enterprises – a logistics company that provided transportation from Juba warehouse to all four States – did its job on extraordinary high level. Trojan trucks managed to get around all four States in 1 week in spite of roads closure and extremely bad road conditions. According to Logistics Cluster, all major roads were highlighted as “red”, i.e. not passable. We were initially concerned that transportation may take several weeks due to weather conditions, but Trojan outperformed.

7.1.1 Suppliers Search Process

Although generally search of suppliers and identification of most suitable organizations with best prices was done very quick and efficient, some lessons were learned in this process.

Achievements:

The Consultant was able to cover a very wide number of potential suppliers – 66 organizations approached and •

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16 submitted their bids.

In the process, we observed that South Sudanese organizations are capable to participate in tender process, and • further delivery, meeting client’s expectations in delivery and quality of goods.

With 66 organizations covered, the NDDRC now has a solid database of potential suppliers from the region that • can be used in future similar assignments for supply of goods.

Challenges:•

The initially allocated $600 per toolkit was insufficient to cover proper toolkit composition as planned. A mini-• mum of $800-900 per toolkit is required for future budgeting.

Although RFQ was designed in details, we observed that most of the bidding organizations had difficulties in • understanding details and following the guidelines indicated in RFQ. Most of them had deviated from required standards and were disqualified during bids evaluation.

Those organizations that complied with RFQ requirements, had mathematical errors in their financial tables, ne-• glected some budget lines (taxes, customs, transportation costs) and had hand-written submission which created more errors.

It was obvious in the process that most of these organizations did not have experience of working under Interna-• tional Financial Institution funded projects and hence a lot of administrative support was required to assist them in submission.

Hard copy submission of bids would usually require 2 extra weeks in the overall process, on a contrary to elec-• tronic submission of bids, if applied.

A detailed Terms of Reference needs to be prepared together with RFQ as sometimes toolkit component might be • interpreted differently by the Client and the Supplier, e.g. in agriculture toolkit, we assumed that a “hoe” needs to come with handle by definition, whereas supplier assumed that prices only for hoe without the handle shall be presented, creating an environment where suppliers might deliver goods that would not be usable.

7.1.2 logistics Process

In this part, we will describe major achievements and challenges in the logistics process – delivery of goods to Juba, warehousing, and delivery of goods to States. All our selected partners in this chain outperformed and lessons for future were learned.

Achievements:

It took 2 to 3 weeks to deliver all the toolkits by the suppliers to our Juba warehouse and most of the goods came • from outside South Sudan. This is a record-quick time for delivery and major achievement

All goods supplied were of exceptionally high quality, nothing was broken or poorly made•

Neither of the partner-organizations in the process defaulted in their obligations and full commitment was ob-• served by all parties

The warehouse provision and administration was on high level•

Logistics company that transported all toolkits from Juba warehouse to States did an exceptionally good job – all • goods arrived and ahead of time

Both organizations – warehouse & logistics – proved to work under high security measures and can be reliable • partners in terms of goods security provision

Challenges:

Time allocated for delivery of goods to Juba and further to States was rather tight•

Packaging of toolkits is another issue – although it’s easy to do packaging for electrical or auto-mechanical tool-• kits, it is impossible to make single packaging for agriculture toolkits due to volume. Therefore, some toolkits are impossible to package properly beforehand


Although suppliers of toolkits performed well, when toolkits arrived to Juba warehouse, a few items were miss-• ing, e.g. one out of hundreds hoes supplied would be missing. We believe that suppliers do not count goods care-fully when dispatch and thus something might be missing. It might be good to make “contingency” orders as well, i.e. order a few hoes more than necessary to fill the potential gap. Such contingency parts, if not used, might be stored at NDDRC for next distributions or as visual aidWeather condition is another challenge but cannot be mitigated or controlled by either party. Bad weather condi-• tions might impact on delayed delivery of goods to Juba, as well as from Juba to StatesLoading and unloading should be carefully planned beforehand since warehouse and logistics organization do • not provide such services. For smaller parts it is not a problem. However, when it comes to loading/unloading of heavy items (e.g. generator), this can become a problemInsurance companies in South Sudan provide only basic insurance coverage, such as loading/unloading risks, • landmines risks, fire risks. They do not insure goods from force majeure, theft, local violence, etc. Therefore, security of goods in South Sudan is mainly dependent on transportation company itselfDue to nature of toolkits and their components, it is crucial that senior representatives who are well aware of the • components are present at distribution since during transportation goods might get unpacked and it would be dif-ficult for untrained personnel to pack them back correctly at site (even with visual aid)

7.2 Distribution Process

Overall, distribution process was very smooth and implemented in close cooperation between all parties – NDDRC, World Bank, and the Consultant. Innovative approach was also implemented through Orientation Visits – as we were not sure when exactly trucks would reach their destinations and whether NDDRC-World Bank-UNICON senior rep-resentatives would make in time to each location, it was decided to visit all four States before trucks arrival and train local representatives on the goods to expect and how to distribute them to ex-combatants. This particularly paid off in Aweil – when the truck came too early and neither UNICON nor World Bank representatives made in time to this site – the local trained staff managed whole process smoothly and successfully.

Achievements:

Orientation visits proved to be a good idea and shall be used in the future to train local staff before goods arrive• There was a high level of synergy between NDDRC, UNICON, and World Bank representatives in the distribu-• tion process which helped to implement distribution smoothlyNDDRC was very committed to successful distribution and dispatched their senior staff from HQ to States to as-• sist in the process. During distribution these staff members were very active and helpfulOverall, number of ex-combatants covered in direct distribution was very high – 82% covered, or 239 ex-com-• batantsThe ex-combatants were happy overall to receive their toolkits• Toolkits arrived in good shape and quantity and all beneficiaries received 100% of workable toolkits• In spite of weather problems and roads closure, transportation from Juba to States was very quick and trucks man-• aged to cover all four States in just one week time

Challenges:

One of the major challenges is transportation of ex-combatants to/from their homes to distribution site. Some • of the toolkits, especially agriculture, are very big in volume and cannot be carried by one person, especially on footThe ex-combatants were not aware of what to expect from toolkits and had different perception on the contents • of toolkitsThe ex-combatants were informed about distribution date relatively late and this s created a situation that Day 1 • in Wau and Rumbek were not efficiently used for distributionWeather conditions did not allow many ex-combatants to arrive to distribution site, particularly in Lakes State, • due to major flooding

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During distribution, ex-combatants shall not be allowed to access the goods before called one-by-one, since in • Kuajok this created a hectic situation and ended with loss of a few cans of seeds (which was then covered any-way)

One of the additional ideas that might be considered in the future is to deliver all toolkits from Juba to States before-hand and arrange a safe warehousing at State level. This will provide more efficiency in a sense that toolkits would be pre-arranged before ex-combatants come to pick them up and by the time they come, all kits are ready for distribution. This will provide more efficiency in distribution process, although more complex job in terms of security arrange-ments since not many warehousing capacities would exist locally.

7.3 ex-CoMbaTanTs’ vIews and PerCePTIons

Although we successfully delivered and distributed all toolkits according to the list approved by MTC in the design phase, the ex-combatants had some criticism on the toolkits’ components. We recorded all of these claims below, but most of them can be informative only since the Program will not be able to meet certain demands. At the same time, some of these complaints can be a good lesson for the future toolkits composition.

Ex-combatants’ expectations and comments on the toolkits were similar from one state to another and are summarized below:

agriculture

The agricultural toolkit contained more items than any other toolkit of the Pilot DDR Project. This is due to the fact that agricultural tools are relatively inexpensive and are usually sizable in terms of weight and dimensions.

The group of ex-combatants who had chosen agriculture as their reintegration field was the largest one (129 people) and thus the number of comments received in relation to this toolkit was the highest:

Expected clamps/straps as part of toolkit;• The ploughs that were part of the agricultural toolkit did not come with a chain, which made it very difficult to • connect them to an ox. The ox was not provided either, which made it impossible for many ex-combatants to use the plough;The amount of seeds provided with the toolkit was not enough to run a farm, so the ex-combatants were regularly • asking for more seeds. They also need variety of different seeds so that they have variety outputs of crops for their own consumption & consequent business purposes;Water pumps were needed by many in order to have effective farming system throughout a year;• Insecticides were commonly needed in all regions to make the ex-combatants able to fight the insects destroying • the harvest before it is collected;Fencing for the farms is important to have to protect them from wild and domestic animals who wander in and • out, destroying the harvest.Additional agricultural training opportunity was requested so that the cooperative members could have a chance • to learn modern farming techniques;Some of the tools’ quality could be better, according to the ex-combatants.• 5

animal Husbandry

Animal husbandry start-up kits consisted of 2 goats, 2 chicken and a shelter material. The number of ex-combatants who chose animal husbandry as their reintegration field was not as significant as that of agriculture. The main concerns were related to the health of animals and need of more and bigger animals:

5 This comment is mainly related to the traditional farming tools and might have to do with improper use or misuse of the tools


Expected cows in addition to goats and chicken. Also, they expected more goats than just two – male and fe-• male;

Training needed on how to looks after the animal and make sure they breed;•

Medicine needed for cases when the animals are sick. Also, training necessary on how to determine that the ani-• mal is sick;

The shelter material (2 steel sheets and 2 long poles) were often not enough to produce an adequate shelter;•

As fishing is quite a profitable business in some parts of the country, fishing nets were requested by some of the • animal husbandry ex-combatants.

Welding

The welding toolkit included basic items for a welding professional, but did not include an actual welding machine or a generator, which are essential for welders. At the same time, as a pilot, 7 ex-combatants in Wau who chose welding as their reintegration vocation, were provided with one welding machine and 1 generator, which replaced some of the minor items in the regular toolkit for each of them. The comments received from the ex-combatants are as follows:

Expected welding machine and generator as part of the toolkit. This comment is from the ex-combatants who • received full welding toolkits with no obligation of cooperation, as it was done in Wau;

The 7 ex-combatants who had to share the generator and the welding machine commented that it was difficult for • them to share and that would be better to have about 3 people instead of 7.

auto-mechanics

Expected ring spanner as part of the toolkit;•

Most of them could not use the toolkit to the best level, because did not receive the necessary training until sum-• mer 2014. As a result of this, several ex-combatants decided to sell their toolkits;

The toolkit was designed to mostly cover the needs of a bicycle or motorcycle but not a car;•

Electrical

Expected ladders as part of the toolkit;•

Consumables are needed for their work, e.g. nuts, bolts, wires etc.;•

Expected drill bits as part of the toolkit. The drills were included in the list, but the drill bits were not.•

Carpentry

Expected timber and nails as part of the toolkit;•

Not enough skill to operate certain equipment provided;•

Complaints that jackplanes were not given to them (although they were).•

The masonry toolkit did not receive any specific feedback, because it was probably the most straightforward toolkit of all. However, in some of the regions of South Sudan masonry may not be the best choice of profession, which should be kept in mind for planning any future DDR activities.

Plumbing toolkit is perhaps the most controversial of all, because it is generally difficult to have it a profession as South Sudan does not have a developed piping system. Especially so in the regions. The feedback collected suggested that many ex-combatants who received plumbing toolkits did not take full advantage of the items included in it.

The above should be analysed and discussed with stakeholders to potentially revise current composition of toolkits. Although some of the expectations cannot be met (welding machines), others might be included in next compositions (drill bits).

SECTION II 248

As lesson learned, we identified that ex-combatants simply had no idea of what to expect as part of their toolkits upon completion of training at Mapel Transition Facility. Some of the ex-combatants told us that trainers at MTF told them to expect toolkits that were different from those that the Consultant was planning to supply. There was a clear miscom-munication from MTF trainers to ex-combatants on composition of toolkits. To avoid such misunderstanding in the future, it might be good not only to inform (in visual form) ex-combatants and the MTF trainers on the composition of toolkits while they are still at Mapel, but also to encourage reasonable feedback from both the trainers and the XC representatives on the toolkit composition. This will ensure better planning and perception of training process.

Also, toolkits that were used during vocational training at Mapel were slightly different to the ones supplied by Con-sultant (prepared in consultation with MTC). It might be a good idea to procure an extra set of toolkits, per Consul-tant’s list, to use similar toolkits at Mapel Transition Facility so that ex-combatants receive training with same toolkits that they are going to receive after Mapel.


8. reCoMMendaTIons and way forward

8.1 voCaTIonal oPTIons

The Vocational options, although not specifically a toolkit issue, are important to be a part of this paper, because proper planning of reintegration vocations is a crucial part of subsequent implementation of the toolkit component. If the rec-ommendations are used in planning the further DDR activities, it may significantly change the project design in areas of (i) toolkit procurement, (ii) toolkit delivery and distribution and (iii) toolkit non-monetary value6. This will create a situation where the implementing partner is able to optimize many processes in terms of time, costs and human re-sources – something very important when the South Sudan Program scales up to tens of thousands of ex-combatants.

The feedback and information collected during this Phase II of the Pilot DDR project suggests that some of the voca-tions/reintegration fields do not necessarily bring substantial value to the ex-combatants in terms of potential income in their particular locations of return.

It is recommended that the vocations are carefully revised and reduced in number, which (i) will allow easier further planning and (ii) ensure that the ex-combatants are trained in a profession that has a high chance of bringing them stable income.

Within this Project, most of the ex-combatants did not have a chance to make an informed decision of their field of reintegration and their choice was excitement-driven rather than pragmatic. There should be preparatory work done in all the participating states to identify the existing short-term and medium-term need for professions so that the ex-combatants can be informed of that at the time of making a choice of their reintegration field.

Considering the fact that South Sudan is predominantly agricultural country as well as having carefully analyzed the original eight fields of reintegration and their marketability in the participating states, the following steps are recom-mended for consideration in designing further DDR program:

To provide agricultural/animal husbandry training to all the participating ex-combatants, because these are the • fields the ex-combatants are most likely to succeed in.

To reduce the number of reintegration fields (toolkits) to:•

Agriculture; ˏ

Animal husbandry; ˏ

Carpentry; ˏ

Automechanics. ˏ

Depending on their community of return, to provide the ex-combatants with recommendations on the reintegra-• tion field, which will have a better chance of providing them with a stable source of income.

8.2 ToolkIT desIgn

According to the information collected during the follow-up visits to the various payams in the participating states, the local markets do not lack basic tool for any of the toolkit types used in this Pilot DDR Project. It is, however, difficult to find more complicated and/or expensive tools and materials.

Since numerous complaints were received, it is suggested to involve the representatives of the ex-combatants in the toolkit design process so that they can make their suggestions on the composition of the toolkits.

6 If vocations and toolkits have region-specific design, they have a better chance of making an ex-combatants a successful small businessman.

SECTION II 250

The main recommendations on the toolkit composition are the following:

Agriculture •

The Pilot toolkit contained numerous basic tools (spades, hoes etc.) that are generally available to the ex-combat-ants to either buy from the local markets or to borrow from their neighbors. In addition, the ox-plough requires 2 bulls to operate, whereas the ex-combatants do not have access to any. It is suggested to revise the toolkit com-position to include fewer more substantial items, e.g. 1 bull and seeds. This will make the ex-combatants very attractive to the community members in terms of cooperative formation.

Carpentry•

Although minor additional consultations may be needed, the toolkit was of acceptable composition, but consid-eration should be given to creating a system of providing the ex-combatants with timber.

Automechanics•

Repair shops should be consulted to refine the toolkit to be sufficient to perform most popular repair jobs for the motorcycles.

Animals•

With proper animal husbandry training, the existing design of the toolkit provides the ex-combatants with the potential of creating an animal farm with a large number of goats and chicken.7

7 Procurement of large numbers of animals/birds locally be it bulls, goats or chicken, bears high risk of inflating the prices for those on the state, regional or even national level


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SECTION II 252

aPPendIx 2 undIsTrIbuTed ToolkIT reCeIPT ConfIrMaTIon

Undistributed Toolkit Receipt Confirmation

World Bank DDR Pilot Reintegration Project in South Sudan

Place: _______________________________________________________

Date: _______________________________________________________

Received by: _______________________________________________________

Organization, Title: _______________________________________________________

Signature: _______________________________________________________

Received from: _______________________________________________________

Organization, Title: _______________________________________________________

Signature: _______________________________________________________

Toolkit type Number of toolkits received

#1 Agricultural

#2 Automechanical

#3 Carpentry

#4 Electrical

#5 Masonry

#6 Plumbing

#7 (a) Welding

#7 (b) Welding

#8 Animal Husbandry

TOTal:

SECTION II 254

Transitional Demobilization and Reintegration Program

World Bank

1818 H Street NWWashington, DC 20433 USA

www.TDRP.net

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